



Glass,/, "I'' 



Book i~J i^b 
Gopyright^N? 



COPYRIGHT DEPOSIT; 




. ' jSSttj 



LEWIS' 

ALPHA VOWEL POSITION SHORTHAND 

SYSTEM 



TEXT BOOK 



A system of shorthand having a complete alphabet, vowel 
characters with consonants attached, compound consonants 
by union of consonant characters, and position writing of 
vowels. 

Easy to learn-legible-rapid. Combines the merits of 
vowel, syllabic, consonant and position methods. 

Can be written with the fullness of long hand, abbreviated 
to syllables or on vowel positions. 



By 

Charles A. Lewis, Esq. 



Pittsburgh, Pa. 

Published by F. C. Feather & Co. 

1915 






Copyright, 1915, by 
Charles A. Lewis, Esq. 



AUG 21 1915 

©CI.A410194 
k 



PREFACE 

The system of shorthand treated of in this book is offered 
to the writing public without apology or excessive praise. 
Every system has its special points of merit and it is not 
deemed probable that the apparent merits of this system will 
lead to its immediate adoption by professional speed writers 
in place of the "complicated consonant, wordsign, mark" sys- 
tems acquired by years of grinding practice, and which only 
the writer of the text can read, but it is hoped that this system 
will meet with the approval of the army of new writers and 
daily workers requiring practical speed united with legibility 
and ease of acquirement. 

Speed may be attained, however, by practice, and a writer 
taking rapid utterance will be able to meet all requirements 
by the use of this system, and at the same time make a record 
that dan be read and which never 'grows cold." 

Compound consonant signs, which are the bane of most 
systems, in this system follow logically from the alphabet 
characters and each other, and in union with vowel characters 
form a system capable of unlimited multiplication of word 
forms. The similarity of the movements of writing to the 
movements of longhand writing, the forward direction of 
the flow, the curve of the signs used and the construction of 
the entire word form without lifting the pen, lead to an ease 
of formation and speed in writing found in no other system 
of equal legibility. 

The ability to write in full, by syllables or in vowel posi- 
tion at the will of the writer makes this system unique among 
shorthand methods, while its logical construction, keeping 
always in view the memory laws of association and similarity 
of form and sound, makes its acquirement and retention a 
matter of surprising ease and rapidity. 

To the business, literary and professional man and woman 
desiring practical results with a minimum of time and effort 
expended, this system will prove to be an agreeable revelation 
of simplicity, legibility and speed. 

THE PUBLISHER. 



CONTENTS 



Part Page 

Introduction 5 

I Characters — Plate 1 , 7 

II Vowels 12 

III Consonants 17 

IV Consonants with Vowels — Plate 2 21 

V Compound Consonants — Plate 3... 29 

VI Prefix Compounds— Plate 4 33 

VII Suffix Compounds ..' 37 

VIII Suffix Compounds, cont 43 

IX Syllables-Initial— Plate 5 49 

X Do -Terminal 54 

XI Do -General— Plates 6, 7, 8, 9 60 

XH Phrasing— Plate 10. 75 

XIII Style-Rules— Plates 11, 12, 13 81 



INTRODUCTION. 

Shorthand has become a necessity of the business, legal 
and literary world of the day. To meet this requirement both 
speed and legibility are absolutely essential. Could shorthand 
be taugh in childhood and the facility for the automatic recall 
of shorthand characters become equal to that exhibited in 
writing longhand, the prevailing criticism as to the complex- 
ity and uncertainty of shorthand writing might not exist. 
With most persons shorthand is or would be a useful art and 
not a profession, and for these, ease and rapidity of acquire- 
ment are almost as essential as speed and legibility. 

Some systems sacrifice legibility to speed and some sacri- 
fice speed to legibility while others, in the attempt to meet 
both requirements, accomplish neither and yet fail to arrive 
at the simplicity of construction essential to rapid acquire- 
ment. The memorizing of a number of arbitrary signs or 
characters is necessary to the acquirement of any system of 
shorthand, but that system is most perfect which taxes the 
memory least. The characters adopted must in some measure 
conform in movement to the style of longhand otherwise the 
hand must be trained to new and unfamiliar movements. The 
characters must be simple, plain and few in number, easily 
written, legible, distinct in combination, join together with 
facility and flow in the general direction of the writing. 

To secure legibility all consonants and their compounds 
must appear and abbreviations and word signs must be avoid- 
ed as much as possible. Vowels should be written or be 
designated by some other certain method, and all these re- 
quirements must meet the requirement of speed. The system 
developed here is an attempt to retain the value of consonant 
and vowel position writing in the attainment of speed in con- 
nection with the legibility secured by representation of all 

5 



sounds used in speaking. The Lewis' Alpha- Vowel-Position 

shorthand may be written letter by letter as in longhand; 
abbreviated to compound consonants attached to vowel stems ; 
as a vowel or a consonant system ; as a syllabic system ; on 
position for vowels and on position on vowel stems for con- 
sonants. 

Notwithstanding the seeming complexities the writing 
retains its simplicity, speed and legibility under all conditions 
and combinations. Arbitrary characters are used for the al- 
phabet only. All combinations relate to the letter character 
and are plainly evident in all writing whatever its position 
on the line or page, or however compounded. The system 
is based upon three circles of different diameters and straight 
lines of various lengths. Everything in writing relates to the 
letter character of the shorthand alphabet and no confusion 
can arise even in the most complicated combinations. The 
memory is not overtaxed or confused, for having memorized 
the alphabet and the rule, all combinations follow logically, 
simply and relatively. 

The practical merit of the system has been demonstrated 
in business and professional w r ork and has been submitted to 
the judgment of professional stenographers with unqualified 
approval. While primarily developed by the writer for his 
own use in an attempt to secure a method of shorthand writ- 
ing that could readily be learned and retained, and which 
would not "grow cold" to illegibility", the system has now 
reached the state of development w T hich induces him to offer 
it to the public in the hope that it will fulfill existing condi- 
tions and meet with general favor. 

CHARLES A. LEWIS. 
Pittsburgh, Pa., Feb. 10, 1915. 



PART I— PLATE I 

FIGURES 1, 2 and 7 

CHARACTERS. 



The characters and alphabet used in the Lewis' Alpha- 
Yowel-Position shorthand method (Plate I, figs. 1-2) consist 
of three circles of various sizes, a small oval, an elongated 
ellipse and straight lines of various lengths. These figures are 
written either in full as characters (s-t-st) or are divided in 
a definite manner and each part given a definite value. The 
resultant curves and lines are placed in various relations to 
the w r riting line and to each other to designate single and 
compound consonant and vowel sounds and letters. For many 
purposes the vowel stem is treated as a line to determine the 
position of the attached consonants. Vertical lines are avoided 
as detracting from speed and the vowel stems are abruptly 
curved in the direction of the associate vowel to designate 
dipthongs, but treated as straight lines in relation to con- 
sonants. 

Those characters most easily written and which combine 
with other characters with greatest facility are assigned to 
the consonants most used in writing. The same is true of 
compound consonants, which are represented by the union 
of the single consonant signs of which they are composed. 
The consonant characters attached to the vowels follow the 
forms of the characters of the alphabet. The distinction is 
similar to that between capital and small letters of the ordi- 
nary alphabet. All writing is downward or in the direction of 
the hand movement toward the right, except a few small con- 
sonant signs which stroke toward the left, (k-c-l-b) although 
each is a duplicate in form of its alphabet sign. Also a vowel 

7 



PLATE ONE. 



^ Characters — A\]pka\>et-a<. 

OOc3flooc==.||^-^: 



Ww' 



J^ 



A B C 2 

^ / rn 

Sax R S T 



E T Q K I 
G. C - / 

1* V W EX 9 



J K L AA NOP 

Z Sfc Sm Sw Tw T»h SK 



3 - iV 



.i^ 
^ 



oe-i 

o 



CT 






%$ -Pi 




/» 



*tf&>* 



^t>r 



Si-*. 




stem following "s-t-st-ng" or like circular terminal characters 
may be written to the left, upward or downward, to avoid 
repeating part of the circular sign. 

These similarities and distinctions are followed through- 
out the system so that compound consonant endings may be 
attached to the vowel stem in the same manner as single con- 
sonants, and at the same time take the form suggested by the 
alphabet character. This method is an aid to the memory and 
tends to shorten word forms and to facilitate writing. In 
writing the "capital letter character," the writing line meas- 
ures the position of the character, but "small letter characters" 
attached to a vowel stem take their direction from the vowel 
stem as if it were a writing line. By this method, whatever 
the slope of the vowel, the attached consonant sign maintains 
its position relative to the vowel stem. The same is true of 
endings such as "nig," "ort," "ard," etc., so that the conso- 
nants or compounds follow a designated vowel in a determined 
form and relation. The initial vowel may be designated by 
mere pen pressure giving a slight mark in the direction of 
the vowel slope and i4 s" and "t" by a dot made in the same 
manner. Words containing but one vowel may be written as 
consonant characters in the vowel position on, above, or below 
.the writing line and the vowel stem omitted. Silent and re- 
peated letters are omitted in writing. Syllables such as "per- 
for-dis- etc.," may be written on position for the first vowel 
and consonants attached to the compound "pr-fr-ds" character 
with or without following vowels. Combinations of conso- 
nants such as "st" pr-sr-nd-gr," etc., follow T from the form of 
the single letters, as "r" and "1" being quarter curves com- 
bine to make a half circle for "rl"-etc. The small letter sign 
attached to the vowel is combined with other small letter 
signs to create circles and curves bearing a direct relation to 
the constituent parts, the two forming a new figure or one of 



larger size than the original parts or forms, and which is 
easily remembered and recognized, and can be made up from 
its parts by writing the letter signs as they come before the 
mind in writing the word. Unless spelling a name or other 
word to be copied in exact spelling, all words are written by 
sound, and the elements of a word should be memorized by 
sound and not by the name or number of letters constituting 
the word. Consonants are attached to the upper or lower side 
of the vowel stem, but always to the one or the other, never 
to both for the same sound or sign. The inside of a curved 
character and the left side of a vertical character is taken as 
the upper side in writing, and the outside of the curve and right 
side of a vertical character is taken as the lower side in writing. 
The consonant characters attached to the vowels are treated in 
the same manner and under the same rules when attached to 
curved "alphabet characters" ; the consonants placed on the up- 
per side of the vowel stem turning in on a curved consonant 
character and to the left on a vertical character, and those 
placed on the lower side turning out on the curve consonant 
character and to the right of the vertical character. (Plate 1, 
Fig. 7). The example at Plate 1, Fig. 7, are consonants with 
vowel "e"— as "ge"— "de"-"ed", etc. Notice that g-d-p-1-ex-f- 
w T -s-b-z turn above the vowel stem and n-j-r-c-qu-v-m-t-k-y 
turn below the vowel stem "e". The first class turning in on 
the curve and to the left of the vertical characters and the 
second class turn out on the curve* and to the right of the 
vertical characters. The size of the characters may be at the 
convenience of the writer, but care should be exercised to 
maintain the relative size, and speed is promoted by making 
the characters as small as is consistent with distinctness. 



10 



EXERCISES. 



FIRST : — Practice writing the elements of the system 
shown on Plate I, Fig. 1, until they can be written from mem- 
ory, giving each its name as written. 

SECOND: — Practice writing the characters of the alpha- 
bet (Figs 2 and 7) until all are memorized and can be written 
at the naming of the letter without referring to the chart to 
refresh the memory. 

NOTE: — Write the characters large and distinct at first 
and gradually reduce the size to that of ordinary writing, and 
write each with a single motion of the hand, wrist and pen. 



11 



PART II— PLATE I 

FIGURES 3 and 7 

VOWELS. 



All vowels are represented by straight line characters as 
is also the sound for "h". The vowels a-e-i-o-u are represented 
by five straight lines or stems sloping toward the right (Plate 
1, Fig. 3). Characters "w" and "y" are treated as conson- 
ants or when used as vowels take the sound of "i" or the dip- 
thong "wy" — ou, etc., and are written as such by joining the 
"w" character with the "y" character or by abruptly curving 
the appropriate vowel stem into the dipthong sound used in 
utterance of the word. 

The "i" and "a" vowel stems are written upward and 
the "u" and "o" stems downward, and all vowel stems are 
written toward the right in the direction of the flow of the 
writing, except initial vowel "ticks" and a few vowels follow- 
ing a circular terminal compound consonant. The vowel "u", 
being the least used sound, is given the stem direction down- 
ward nearest to the vertical as being the most difficult to 
write, while "e", the most used vowel and sound, is given 
the most easily written stem — horizontally toward the right. 
The slope of the stems should be such 'as to plainly distinguish 
between them but sufficiently inclined to make the movement 
of writing easy. 

The length of the stem should suit the convenience of the 
writer's style but should be as small as is consistent with 
distinctness and ease of formation, as this promotes speed. 

The vowel should be written as part of the "sound" 
represented by the union of consonant and vowel and not as 

12 



an isolated letter sound, as for example : "be" should be written 
as a single sound or syllable and not held in the mind as the 
two sounds and signs of "b" and "e". The consonant sign 
should be attached to that end of the vowel stem with which 
it unites in speaking the word, as in the word "faster" ; the 
"f" is attached to the front of the "a" and the compound 
consonant "st" to the end of the same stem — and the whole 
combination written as one sound — the "e" stem is added as 
a continuation of the "fast" sign and the "r" attached to the 
end of the "e" stem, the sound "er" being written as one sound 
and sign. The whole word is thus written practically as two 
"sounds" and "signs". As a rule, write the sounds of the 
elements and combinations of a word in the grouping in which 
they are uttered in speaking the word, and as a single sound 
for each group. Keeping this rule constantly in mind will 
facilitate both the writing and reading of notes. 

The "h" sign is a straight line made one-half the length 
of the vowel stem and in the same direction, and as part of 
the vowel stem to which it is attached. This distinction in 
writing makes the vowel stem one-half its length to add "h". 
Thus if "e" is made one-half inch in length, decreasing it to 
one-fourth of an inch in length adds "h" to the vowel sound. 
The "h" may be shaded by pressure to distinguish at which 
end of the vowel it is attached. Thus "e" — he; "a" — ha", 
etc. (Plate I, Fig. 3.) To this shortened "ha", etc., stem can 
be added the sign "w" giving "wha-whe", etc. ; "t" giving 
"tha-the", etc. ; "s" giving "sha-she", etc. 

Likewise at the end of this shortened stem can be added 
the consonants following, as : "whe"-n, "wha"-t, etc., giving 
one stroke for the word "when", etc. This rule is followed 
whenever "h" precedes or follows a vowel stem, and wherever 
a consonant or compound consonant follows or precedes the 
shortened stem of the vowel with "h". 

13 



In writing vowels followed by "d", the "d' ? may be added 
by increasing the length of the vowel one-half. Thus, if "e" 
is written one-half inch in length, increasing the horizontal 
vowel stem "e" from one-half inch in length to three-fourths 
inch in length adds k 'd v to the vowel sound, as "ed-ad", etc. 
To this lengthened vowel stem may be added "t-s-st-g", etc., 
as with the single vowel stem and in the same manner ex- 
plained for the shortened "h" vowel stem, as "t-ed", "s-ad", 
"1-id", "g-od", etc. 



DIPTHONGS. 



Xo provision is made in this system, nor in any other 

system of shorthand for distinguishing between the different 

sounds represented by the same vowel letter as that of "e" 

in "me" and "met", but the vowel stem used represents the 

vowel sounds of the letter, and the particular sound intended 

is taken from the context. 

i 

This same difficulty is practically fundamental in written 
English and cannot be considered as a defect peculiar to short- 
hand writing. 

The union of vowel sounds into dipthongs can readily be 
designated from the single vowel in this system of writing by 
abruptly curving the vowel stem of the first vowel of the 
dipthong in the direction of the position of the associated 
vowel, as for example, the "o" stem may be curved abruptly 

14 



toward the "i" position for the "oi-oy" sound as in oil, and 
downward for the "on" sound as in "house". These sounds 
and signs call for no special discussion in a work of this char- 
acter. They may also be shown by writing both vowels in 
full or shortened form. 



EXERCISES. 



1. Practice writing vowel stems a-e-i-o-u rapidly 
according to the directions given, making the stem of a length 
and slope convenient to your style of writing but sloped suffi- 
ciently to distinguish the several vowels beyond doubt or con- 
fusion. 

2. Write the vowel stems decreased to one-half its length 
to add "h", giving the sound "ha-he", etc., as you write the 
stems. Do not carry the "h" and vowel in the mind as two 
sounds but as one — "ha-he", etc., writing the combination as 
a single sound or tone. 

3. Add the "w" loop on the upper side of the front end 
of the shortened stem giving the single sound "wha", "whe", 
etc., as you w r rite. 

4. Write the shortened vowel stem, attaching the "s" 
circle to the upper side of the front end of the stem giving 
the sound "sha-she", etc., as you write. 

5. Write the shortened stem placing the "t" circle on the 
lower side of the front end of the stem giving the sound "tha- 

15 



the", etc. Initial and terminal "sh" and "th" may be shown 
by allowing the "h" to precede or follow the "s" or "t" as a 
short bar across the vowel stem, made as part of the stroke 
forming the circle of "t" or "s". 

6. Practice adding the "w" loop and the "s" circle on the 
upper side of the shortened stem and the "m" loop and "t" 
circle on the lower side of the stem at the end of the stem, 
with and without the initial "s-t-w" as, "wha-t", "hat", "tha-t", 
etc. 

7. Make all possible combinations of the "h" shortened 
vowel stem with "s-t-w-m" and with vowels without the "h v 
added. 

(See Plate I, Fig. 7, for "s-t-w and m" characters.) 

8. Perform all of the exercises prescribed for the short- 
ened vowel "h" stem with the lengthened vowel "d" stem. 



16 



PART III— PLATE I 

FIGURES 2, 9 and 7 

CONSONANTS. 



The consonant characters considered as to form may be 
divided into five classes : Plate I. Figures 1-2-7. 

First: Those represented by curve lines consisting of 
one-fourth of a small circle ; they are "c-r-l-p. Characters "c 
and 1 are written upward relative to the writing line and "p 
and r" downward. 

Second: Those consisting of straight lines; they are 
"b-k-d-n-y-z-h." Characters "z and y" are usually, attached to 
the other characters as small "ticks" or points. The other 
straight line characters are written downward and to the left 
except "h" which is written toward the right, and one-half 
the length of the vowel stem into which it merges in writing, 
or is merged as an extension of the curved consonant charac- 
ters, as in "ch". Character "k" is one-half the length of "b" 
and "n" one-half the length of "d" 

Third: Characters consisting of small half circles, ovals 
or ellipses ; they are "g-n-d-j-ex-qu-w-m." These are attached 
to consonant and vowel stems in a manner hereafter explained. 

Fourth : Characters consisting of full circles or ovals ; 
they are "s-t-st-sm" and some other compound consonants to 
be explained later. 

Fifth : A compound of the half circle and half oval ; they 
are "f and v". 

Notice that "d" and "ii" have a straight line and a curved 
line joined in the alphabet character and either may be used 

17 



at will as the form of the word makes desirable, but they 
should not be used together in the alphabetic form. 

The consonant characters may be divided, in reference to 
the manner of writing them, into two principal classes : 

First: Those characters consisting of curved or straight 
lines to which hooks, circles, etc., can be easily attached; they 
are "b-c-d-h-k-1-n-p-r" (and the vowel stems). 

Second: Those characters designed to be attached to the 
characters of the first class; they are "d-f-g-j-k-m-n-qu-ex-s- 
t-v-w-y-z." 

Consonants characters may be divided (Plate I. Fig. 7) 
in reference to the position occupied when attached to a vowel 
stem as, First; "up-left-inside curve" characters; they are 
"g-d-p-1-ex-f-w-s-b-z." 

Second: as "down-right-outside curve" characters — they 
are "n-j-r-c-qu-v-m-t-k-y-." 

The first class is attached to the vowel stems and conson- 
ant characters on the upper side of straight horizontal and 
sloped characters, the inside of curved characters, and on the 
left side of vertical characters : The Second Class is written 
on the lower side of straight horizontal or sloped stems or 
characters, on the outside of curve characters, and on the right 
side of vertical characters. 

Keeping these distinctions in mind, consonants may be 
joined in four principal ways. 

First: By joining two of the first class together as "p-1-", 
forming a half circle "pi" ; "p-r," forming a compound curve 
written downward ; "c-1 ;" forming a compound curve written 
upward, etc. (Plate I, Fig. 4 and 5). 

Second: By joining the second class together as g-n; 

18 



forming a horizontal oval; j-d ; forming a vertical oval; s-t ; 
forming a larger circle for "st" etc. 

Third: By joining straight line characters with curve 
characters as "b-1- ; r-n ; c-h", etc. 

Fourth: By joining the small circular, oval and curve 
characters and compounds of these, to curved and line con- 
sonant stems and with vowel stems — as "s-p ; t-r ; r-n ; g-r ; 
d-r; b-r; etc." 

All of these combinations are met with in actual writing 
work and should be practiced until perfect familiarity is se- 
cured, writing relative to the writing line as in Plate 1, Fig. 2. 



EXERCISES. 



1. Form all possible combinations between "c-r-p-1-d-n- 
b-k;" keeping in view the up-down distinction shown on "plate 
I figure 7," except when writing the characters as capital let- 
ters. 

2. Form all possible combinations between "c-r-p-1-" as 
a class and "g-n-d-j-s-t-st-w-m-f-v-sm-tw" as another class. 

3. Form like combinations with "d-n-b-k-h" in place of 
"c-r-p-1." 

4. Memorize the character forms on "Plate I, Fig. 7," 
with regard to their position on the vowel stem as "up-left in- 
side curve — " and vice versa. 

5. Practice formation and union of the characters by 
attaching them as in Fig. 7 to "c-r-l-p-" curve alphabet char- 
acters ; to "d-n-b-k," line characters, up-down, etc., as the 
case may be, 

19 



PLATE TWO 

Consonants with Vowels 





i 


A 


i 





u 


-R 


3) 


2 / 


^ 
ts 


^ 


X— -ik 


"■>* 


^4 


^ 


0/i 


cr 


<< * 


-<< 


■v-r 


^>* 


K ^ 


f^\ 


<YV 


■D M 




^ 






%, 


mir 


\ 


Te_ 


C* 


*•* 


e_-s> 


<2-s 


**• 


^ 


1J 


G c_ 


^ 


c^J 


C_-«J? 


^ 


^ 


•v* 


nj 


H - 


*$+ 


*^> 


^ B ^ ^ 


«**^^ 


^ 


-n. 


il 


Jn 


y 


r-^ 


<-*— — ^* 


^ 


% 

N 


*s* 


a 


K ' 


s 


<--" 


X 7 


•-•» 


^ 

*-** 


S=N 


rv 


h J 


^ 


l^-> 


^--i*. 


<-^ 


^ 


"^ 


\\ 


M J 




*>4 


cr-^ 


>> 


^ 


*v>> 


n 


N S 




cr^ 


C 3 


^ 


^> 


s\» 


n 


?^ 


j 


^ 


N t 


^•w 


Sv, 


Vv- 


SXJ 


Slu-=> 




*><* 


<=-=> 


^ 


N 


•s\ 


csjU 


*"> 


<r 


r^ 


( * 


~*> 


"^ 


^ 


fl 


S a- 




** 


a o 


^^> 


*>. 


•Y> 


<u 


T<r 




<r** 


<r- ~~o 


*^ 


*s 


N\ 


n 


v-o 


so 

6 


<r^> 


&"s 


^^ 




s\> 


P Vd 


W^ 




^ 


~--~ 




^ 


-^ 


u 


ex«=- 


? 
c 


*>* 


& -« 


^ 
^ 


N, 


-N"* 


It 


Z./ 


& 


C2 


C3 


^ 


^ 


^ 


CO) 



PART IV— PLATE II 



CONSONANTS WITH VOWELS. 



In the article on vowels it is noted that "i" is an upward 
right stroke or line of about forty-five degrees slope; "u" is 
a downward-right stroke of the same degree of slope ; "e" is 
a horizontal-right stroke ; "a" is a right stroke midway be- 
tween "i" and "e" and "o" a right stroke midway between 
"u" and "e" ; compound vowels or dipthong being designated 
by abruptly curving the stroke of the predominant vowel 
sound in the direction of the position of the associate vowel 
stem, or by writing both vowels in a shortened form. 
(See Plate 1, Figure 3). 

All vowel stems begin at the writing line or at its position 
relative to the flow of writing if the paper is unruled, or at 
the end of the letter forms, when joined to previously written 
forms. The entire word should be written without lifting the 
pen. 

The consonant characters, as related to the vowel stem, 
are either "up" or "down" characters. That is, they are writ- 
ten above or below the vowel stem, whether at the front or 
at the end of the stem. "Up" characters are always written 
on the inside of a curved character and on the left side of a 
vertical character, while "down" characters are written on 
the outside of curved characters, and on the right side of 
vertical characters. 

The "vowel consonant" characters are twenty in number 
and of ten different kinds or form, each form being used to 
represent two letters or letter sounds, distinguished by being 

21 



written below or above the vowel stem, and designated as 
"up" characters and "down" characters. 

The "up" characters (Plate I, Fig. 7) are g-d-p-1-ex-f- 
w-s-b-z. The "down" characters are n-j-r-c-qu-v-m-t-k-y. 

These "signs" are paired in the manner that least con- 
flicts in writing and in that most easily memorized. Notice 
that g-n have the same "hook" character; "g" being turned 
upward on the vowel stem and "n" downward. Characters 
"d" and "j"— "p" and "r"— "1" and "c"— "ex and "qu"— "f" 
and " v "— " w " and "m"— "s" and "t"— "b" and "k"— "z" and 
"y" are paired in like manner. Notice that the first five char- 
acters are curved characters, consisting of half and quarter 
circles of ellipses ; the sixth an open compound loop ; seventh 
and eighth closed loops and circles and the ninth and tenth 
straight line characters. 

All of these "consonant vowel characters" follow the 
forms of the alphabet characters. (Plate I, Figs. 1-2). In ad- 
dition to these characters, "d" and "n" each have a straight 
line character used to facilitate writing and to which small 
characters such as "s" and "t" may be attached. These two 
extra characters are written at right angles to the vowel stem, 
or vertical as to the writing line of the page. Notice that 
g-n-d-j-ex-qu-f-v-k-m-s-t are in the exact forms of the "alpha- 
bet or capital" characters. In writing these characters, the 
vowel stem determines the position of "up" or "down." 

Notice that "p" is in the same position relative to the 
writing line as the "capital" of the alphabet, when written at 
the front of the vowel stem, and is reversed when written at 
the end of the vowel stem, but retains the distinction of an 
upward-out curve in relation to the vowel stem. That "r" takes 
the "capital" letter position at the end of the vowel stem and 
the reverse position at the front of the vowel stem, retaining 

22 



the .distinction of a downward out curve in relation to the 
vowel stem. 

The "1" character retains its "capital" letter position at 
the front of the vowel stem, and is reversed at the end of the 
vowel stem, but retains the distinction of above the vowel 
stem at an acute angle with it, or an in-curve formation. The 
"c" character takes its "capital" letter position at the end of 
the vowel stem and the reverse position at the front of the 
stem, retaining the distinction of being written below the 
vowel stem at an acute angle. 

Of the straight line characters, "n" and "d" are written 
at right angles to the vowel stem, either up or down, or ver- 
tical to the writing line when used as the initial consonant; 
"n" being one-half the length of "d", and they may be added 
together in length to make the compound "nd." The char- 
acters "b" and "k" retain their "capital" letter positions re- 
spectively at the front and end of the vowel stem and the 
reverse positions at the opposite points, but retain the dis- 
tinction of up and down and an acute angle with the vowel 
stem. The same is true of "z" and "y", which retain the dis- 
tinction of down and up and an obtuse angle with the vowel 
stem (Plate I, Fig. 7). 

The several consonant signs always retain their distinc- 
tive angles with the vowel stem whether written at the front 
or end of the stem, and always retain their distinctive posi- 
tion of above or below the vowel stem, as the case may be. 
Keep constantly in mind that "up" always includes the inside 
of the curve characters and the left side of vertical characters, 
while "dow T n" always includes the outside of curved and the 
right side of vertical characters. For example, the "s" char- 
acter is written above the vowel stem "e," on the inside of 
the curve of "p" capital character, and to the left side of the 

23 



vertical "d" character, while a like circle for "t" is written be- 
low the vowel stem "e", on the outside of the curve of the "p" 
capital character, and to the right side of the vertical "d" char- 
acter. The same distinction is true for all "up" and "down" 
consonant characters when attached to vowels or other con- 
sonant characters, the same rule applying also to compound 
consonants. Plate II — tables the combinations of single con- 
sonants with the several vowel stems, both at the front and 
at the end of the stem. Care should be exercised to make all 
characters distinct, of small size, and proportionate to the 
vowel stems. The characters for s-t-h may be made by pen 
pressure, making a dot below the line for "t", above the line 
for "s" and a shaded "wedge" at the beginning or end of the 
vowel line for "h", according to its position before or after 
the vowel, or by writing a shaded "h" in the direction of the 
accompanying vowel. 



EXERCISES. 



1. Write all of the combined consonant and vowel char- 
acters shown on Plate II, giving each its correct sound at the 
moment of writing. Do not memorize two distinct letter 
"signs" for the combination, but memorize and write as one 
sound, not as "m-e" but as "me"; not as "a-t" but as "at". 
Note carefully the position of the consonant characters rela- 
tive to the vowel stem. 

2. Write characters large at first and gradually reduce 
in size as facility in writing is acquired, to the size most con- 
veniently made by one stroke of hand, wrist and pen for each 
combination. 

24 



3. Write all possible combinations with each vowel 
stem, writing a consonant at the front of the stem and an- 
other at the end, and note all combinations which are words 
or syllables in words known to the writer. 

4. Take the consonant character "b", (Plate 1, Fig. 7) 
place it at the front of vowel stem "e" and then place each 
consonant character at the end of the sign "be" thus formed, 
making the combinations "beb" — "bee" — "bed", etc. Note and 
practice those which form words or syllables used in words. 
Perform the same exercise with each of the other vowel stems. 

5. Perform the same exercise using c-d-r, etc., respec- 
tively as the first consonant of the combination, and b-c-d, 
etc., respectively, as the last consonant of the combination, 
using each vowel in succession, as "bub"-"bib"-"bob" ; "cub"- 
"cab"-"ceb", etc.; "buc"-"bud"-"buf", etc. Note and practice 
all the combinations that constitute words or known syllables. 

6. Have one syllable words read to you and take down 
from dictation, writing the words as combinations, w^ith one 
stroke of the hand, wrist and pen. Do not practice for speed 
at first, as speed comes with practice, but give your attention 
to certainty of formation and write, not as a union of letter 
sounds, one after the other, but as a single sound for the com- 
bination. Grasp the form of the entire syllable in the mind 
and write it with one continuous movement of the hand and 
pen. 

7. Combine the syllables formed in the previous exer- 
cises into words of two, three, or four syllables. Do not waste 
time in practice upon combination unknown to you as words 
or parts of words. 

8. Practice the following words, writing each syllable by 
sound as one form, omitting double and silent letters. 

25 



EXERCISE. 

at gum nab 

as gun nor 

all gas nut 

am how nag 

are hen ore 

bad her our 

bat hem one 

ban hat odd 

bet * in pen 

bug ill pan 

can it pull 

cot if quill 

cut is rat 

cur jag run 

cab jar rub 

den jug sat 

dab Jim son 

date jot save 

dug keg sum 

door keel tab 

dog keen take 

ear keep tar 

far kit tan 

few line van 

for lug vat 

won 
was 



fine late 

fat let 

foot H P 



man 



were 
wig 



fan 

met 

g ° ne mess y° UT 

get mud y es 

gab mo]e yet 

g in nap zip 

26 



EXERCISE— CONSONANTS AND VOWELS. 



1 


above 


2 


at all 


3 


adage 


4 


abate 


5 


alive 


6 


abase 


7 


abet 


8 


abide 


9 


abuse 


10 


also 


11 


awful 


12 


bail 


13 


callow 


14 


caravel 


15 


caucus 


16 


cellar 


17 


censor 


18 


cider 


19 


colonize 


20 


debar 


21 


decay 


22 


decide 


23 


delete 


24 


denizen 


25 


favor 


26 


feline 


27 


finance 


28 


follow 


29 


fusil 


30 


gallon 


31 


goaler 


32 


habit 



33 helium 

34 hesitate 

35 honor 

36 idolize 

37 oral 

38 peril 

39 pillar 

40 quorum 

41 regal 

42 roman 

43 solar 

44 sodden 

45 tolerate 

46 tolu 

47 tunic 

48 tunnel 

49 bailor 

50 banter 

51 barber 

52 barred 

53 basin 

54 batten 

55 began 

56 begin 

57 beginner 

58 belate 

59 cadet 

60 cajole 

61 caller 

62 denial 

63 dominate 

64 duffer 

21 



65 echo 

66 elate 

67 elevate 

68 emir 

69 emit 

70 endure 

71 even 

72 exceed 

73 excite 

74 expel 

75 joker 

76 kalif 

77 kinetic 

78 ladder 

79 lariat 

80 laurel 

81 legal 

82 lever 

83 local 

84 manor 

85 moral 

86 native 

87 nature 

88 unite 

89 upon 

90 vanilla 

91 venom 

92 vexed 

93 wagon 

94 widen 

95 yellow 

96 zeno 









PLATE THREE 

Compound Consonants 










Br 




cVkV 

/*7 


ck 


CT 

^7 


(°~r 


(XT 


—o J 
.r> 






BT 1 


Dw 




so 








cr 






Ky 


L a 


JL«L 


*>3 






JL=t D 








/vrw 


M^ 

-G 


Nc-S L^ 


NK ^ 




N S J 

— o 


Ml fc 


Ny ^ 
"~7> 






n 


> 


> 






- — v 


— V 






— fc 


-3 






TV 


Ts . 






— V 


..sJ 








Stt, Q 


Sn q 




Sw 


Sy Q^ 


TK-CyQ 

"79 


Tc-S 
P "JO 




Tl 1 

• - • ^^ 


-T3> 


Tu a 
-30 








Wh 






tfxt 


ym 


yn 


yp 


V 

") 


V 






""OV 


Shr 


3* r 


Sct_ 

9 


Syr 




ScV, 


Sc\ -K 








Sys 




C|>t 






**> 


Sim 


Try 


5\jm 






Syr 

S 





PART V— PLATE III 



COMPOUND CONSONANTS. 



Compound consonants may be divided into three classes : 
Those in which the sounds of the consonants coalesce into a 
single utterance sound, such as "rl-rd-pr-sp-cpt-exmpt-" etc. 
Those that occur together in a word but do not coalesce in 
sound, the one belonging in sound to one syllable and the other 
to the following syllable, and each uttered as components of 
distinct syllables, such as u sm-" in prismatic, "pn" in hypnotic, 
and those which appear together but one of which is silent, 
such as "g" in design, "c" in black, etc. 

As consonants are written according to sound of utter- 
ance, the latter class are written as if the silent letters were 
absent, unless it is especially necessary to distinguish the form, 
in which case both consonant characters are written joined to- 
gether. The second class may be written as compounds joined 
to the vowel of the preceeding syllable to promote speed, but 
so writing them detracts from legibility and confuses the writer 
when the compound merges into a single symbol or consonant 
sign. Judgment should be exercised in this respect, and it 
is wise to distinguish the syllables, if convenient, by writing 
each syllable as a complete form and in one movement, rather 
than to tie them together with a compound consonant form, 
part of which belongs to each syllable. 

The first class mentioned, which are the true compound 
consonants, may be divided into two classes : Those that oc- 
cur most frequently at the beginning of a word such as "pr- 
pl-sc-gr-ch-," etc., and those that occur at the end of a syllable 

29 



or word such as "rd-rg-ng-rl-cp-cpt-rld-etc." Many compound 
consonants are but seldom used and these can be formed from 
the consonant characters at will, while others occur with such 
frequency as to make up the body of a writing. This latter 
class will receive special treatment in separate articles. 

Compound consonant characters are formed by uniting 
the consonant characters in a determined way upon a general 
plan, so that a uniform system of construction is followed un- 
der all condition of writing. By this method the memory is 
relieved from the labor of acquiring, and the strain of retain- 
ing and recalling innumerable arbitrary forms and signs. If 
the memory fails to recall the particular form of a compound 
it can be built up at once from the compound consonant char- 
acters by the method used. This method also facilitates the 
reading of notes, for if in doubt, the w r riter can follow the build- 
ing of the form from the vowel through many additions of 
consonants however complex the forms eventually become. A 
compound consonant at the beginning of the word or syllable 
is attached to the front of the first vowel stem and the fol- 
lowing compound to the end of the same vowel stem if it be- 
longs to the first syllable, otherwise it is attached to the front 
of the following vowel stem as part of the next syllable. In 
compounds of the second class, which are in fact separate dis- 
tinct consonants standing together, each consonant is attached 
to the vowel of the syllable with which it is uttered. This meth- 
od avoids confusion and facilitates reading, and allows the 
writer to follow the form of utterance and grouping of sounds 
as used by the speaker. 

If the compound consists of three, five or more consonants 
grouped together, they should be written as such if spoken 
as one sound, otherwise they should be divided and allotted 
to the syllables according to the manner of utterance. Forms 

30 



for multiple compounds may be built up from the consonant 
characters at the moment of writing by applying the rule of 
formation hereafter explained. All compounds should be writ- 
ten with one stroke of hand and pen and as an entire complete 
form or sign. In writing on vowel position, the consonants of 
the first syllable are written as a compound on the position of 
the vowel of the syllable and the vowel stem omitted, and con- 
tractions of syllables are made in the same manner and attach- 
ed to a written vowel stem or other character. 



EXERCISES. 



1. Practice writing the compound characters shown on 
plate III until you can write them from memory on hearing 
them pronounced. 

2. Analyze each character into its alphabet characters 
by comparing with the characters of the alphabet shown on 
Plate 1, Fig's. 2-7. 

3. Taking the dotted line shown in connection with the 
small compound characters as a vowel stem, compare each char- 
acter with Plate 1, Fig. 7, and analyze each into its component 
characters, keeping in mind the "up-down-in-out-curve" rule 
explained in connection with Plate II, and in the article on 
"consonants with vowels. " 

4. Write out words each containing one of the compound 
consonants shown on plate III. 

31 



PLATE FOUR 

Compound Consonants 
1. Prefixes— 2. Suffixes 



^ 



L» 



ur^> 



10 



z: 



)i 



sTi 



w 



J JTZ 



13 



^ 



IH- 



^> 



IS 



<^> 



lb 



c^ 



7 \a 



fS 



^rr 



19 



20 



S^ 



2/ 



2Z 



*3 



2H- o 






v 



27 



*i 



1% 



a*? 



o/5% 



30. 



31 



3*, 



¥l 



J? 



3* 



35" 



3t 



^-O 



*7 



<ft> 



.3* 



O^O 



39 



£>!> 






+1 



C*C 



*Z 



rr 



"e? 



»»QJ$ 



**■ 



^/ 



*6 



S- 



V7 



£"\-<=> 



*f 



Y9 



v 



*> 



ir* 



i-/ 



S2 



L 



^v 






SS 



*$^> 



st> 



*-s 



57 



^ 



** 



u, 



Sf 



K 



4o 



s^ 



*~< 



si 



■^ 



•n. 



f v^> 



/o 



_£ 



// 



e_S- 



" X 



K 



l*h 



Q_£J 



/* 



oJL^U 



/6 



\*J 



'Z 



"^ 



/f 



o^c-° 



^o 



>u^ 



a/ 



o^-O 



X5 



brt 



*.<* 



\ 



'v 



X-L 



^-O 



*b 



°-~? 



"% 



as 



^ 



if 



\y 



"JT) 



31 



Ve 



33 



*"\, 



3* 



35 



3t 



*7 



3S 



*~h 



39 



H-o 



9-1 



^ 



M 



+f 



°S 






+s 

a — o 



*$> 



*7 



*Q> 






¥f 



^T 



V* 



^/ 



<2^*9 



54, 



^ 



53 



w 



S*h 



•^< 



^5 



5-fc 



^> 



S7 



%r 



.TS 



■^ 



i"7 



60 



L^U? 



PART VI— PLATE IV 

COMPOUND CONSONANTS. 
PREFIXES. 



True compound consonants are of two classes relative to 
their position in the word or syllable. Those occuring most 
often as the beginning of the word or syllable, and here called 
prefixes and those most often found as the ending of a word 
or syllable, and here called suffixes. 

In the order of frequency of use, prefix compounds are- 
as follows : "st - pr - th - tr - sc - sh - gr - sp - wh - cl - fr - gl - 
ch - bl - cr - dr - dw - sm - sn - wr - tw - sk - sw. In such com- 
binations as ty-sy-ly-by-etc, the "y" is treated as a vowel and 
the accompanying consonants attached to it as such. Com- 
pound prefixes consisting of more than two consonants, in the 
order of frequency of use are as follows : "str-sch-scl-shr-spr- 
spl-;" This class of compounds containing "y", which is 
treated as a vowel under vowel rules, consists of the following: 
"sym-syl-syr-syc-sys-syp-syst-synth — ." The last two being 
compounds of compounds. 

Notice (Plate III) that the prefix compounds are made up 
of "capital" alphabet characters but some may also be written 
under the vowel attachment rule, and are to be written in this 
manner when they occur as the ending of a syllable, either at 
the end of a word or within the body of the word. The same 
rule applies when attaching a consonant hook, circle, etc., to 
a consonant stem such as "p-r-c-n-d," etc. In order to facilitate 
writing of prefixes, the curve of the compound curves formed 
by the union of the alphabet characters is modified by drawing 

33 



a plain curve from one end of the compound curve to the other, 
following the direction of the curve of the first consonant char- 
acter, as in "cl-pr" ; In the case of "cr-pl" the half circle formed 
by the union of the alphabet characters is flattened into easy 
writing* form, but still retains its distinctive curve. In the case 
of "bl-br-ch-ph-" the curve of the dominant character is fol- 
lowed, adding the length of the straight line character to the 
length of the modified curve. In the case of "thr-fr-fl-" the 
quarter circle of the combination is accentuated into a half cir- 
cle in oblique position to the writing line and the attached hook 
sign omitted in rapid writing. The same method is followed 
with compounds containing three or more consonant charac- 
ters and of which these compounds are a part. A comprehens- 
ive outline of these modifications is shown on plate I, figs. 
4 and 5. All other prefix consonants are formed by union of 
the alphabet characters written under the rule of "up-inside 
curve-left of vertical" and vice versa. Thus "gr" is formed by 
attaching the "g" hook to the inner curve of the "r" character; 
"sp" by attaching the "s" circle to the inner curve of the "p" 
character, etc. The combination of the small alphabet charac- 
ters are made by writing the characters ; Thus "st" is a larger 
circle than "s" or "t" alone, and is attached to either side of 
the curved or vertical consonant character : Characters "sm- 
sw-tw" are a union of the alphabet signs of the component 
consonants and are distinguished in writing as ovals lying in 
different directions or planes, but may be attached to the vowel 
stem in divided form. The compounds "sh-th-sn-dr-", 
etc., are made up by uniting the alphabet characters of the 
component consonants, keeping in view the distinguishing 
rule of "up-left" and "'down-right." The compounds contain- 
ing three or more consonants are constructed on the same plan, 
thus "str" is made up by attaching the "st" compound sign 

to the curve character "r" etc. All other compounds are con- 

34 



structed on the same plan as they occur in writing. In adding 
a vowel stem to the compound curve sign, the curve may fre- 
quently be drawn roughly from the beginning of the prefix 
compound consonant curve to the end of the vowel stem, in one 
complete stroke of the pen, as in writing the syllable "prom", 
the "pr" curve is extended to take in the distance occupied 
by the vowel stem "o" and the "m" loop added to the outside 
of the curve which would also be the "down" side of the vowel 
stem ; likewise the syllable "prow" can be written with the 
same form, adding "w" loop to the upper or inside part of the 
curve. In writing on vowel position the "pr" sign would be 
written below the writing line, omitting the vowel stem "o" 
the "m" loop added together with the remaining characters of 
the word. These modifications will be explained under the sub- 
ject of "speed forms and style of writing." 



EXERCISES. 



1. Write out all of the prefixes shown on plate III, con- 
struct any not shown by uniting the alphabet characters, and 
practice writing them until perfect familiarity and ease of writ- 
ing is secured. Write by sound of the compound in utterance 
and not as letter sounds of the component characters. 

2. Analyze all of the forms of prefixes shown on plate III 
by separating each one into its component parts and compare 
with the alphabet characters shown on plate I, fig. 2. 

3. Compare with the alphabet characters and practice 
forming the modified forms shown on plate III and compare 
with the outline or modified forms shown on plate I fig's. 4-5. 

4. Practice forming the words given for practice (Plate 
IV) and make lists of words for practice. Write each com- 
pound character as a single "sign" and with one stroke of the 

35 



pen. In writing' words or syllables add the following* vowel 
as part of the first pen stroke and the following consonant or 
compound consonant whenever possible. 

5. Use plate I, fig's. 4-5; plate III and the first part of 
plate IV to check and verify the correctness of your work. 

6. Review all of your previous work, reading each pre- 
vious article carefully and verify the statements there made by 
reference to the plates, and practice, analyze and verify the 
forms shown on plate IV, part 1. 



PREFIX. PLATE IV, part I. 



1. 


black 


2. 


black 


3. 


brand 


4. 


brand 


5. 


chain 


6. 


close 


7. 


crew 


8. 


draw 


9. 


draw 


10. 


dwarf 


11. 


flood 


12. 


flood 


13. 


fret 


14. 


fret 


15. 


glove 


16. 


grow 


17. 


physical 


18. 


place 


19. 


place 


20. 


pray 



21. pray 

22. rhue 

23. rhew 

24. spoke 

25. scan 

26. ship 

27. shed 

28. sham 

29. slat 

30. smoke 

31. smoke 

32. snap 

33. stem 

34. swan 

35. swan 

36. the 

37. that 

38. those 

39. what 

40. when 

36 



41. whose 

42. write 

43. stray 

44. shred 

45. spray 

46. spray 

47. screw 

48. screw 

49. syrup 

50. splash 

51. splash 

52. school 

53. sclerotic 

54. sclerotic 

55. sylvan 

56. sycamore 

57. system 

58. chrome 

59. symptom 

60. synthesis 



PART VII 

COMPOUND CONSONANTS. 

SUFFIXES. 



Suffixes, in the sense here used, are those compound con- 
sonants occurring as the ending of a syllable or word. In the 
order of frequency of use they are as follows : — "st-ng-ly- 
nd-rt-ty-ct-ld-rk-nt-rg-rm-pl-pt-nc-(s)-gn-(n)-gh(f)-vd-rn-rl- 
Dl-mb-ny-rv-f t-lt-lm-lp-mp-nc (k) -ph (f ) -xt-ck- (k) -dl-dg-dn-lk- 
lf-lb-mn-rf-tp-tl-tn-ts-bv-cy-ys-yx." 

The compounds u gh-ph", unless desired to distinguish 
are written by sound of utterance as "f" ; "gn" is written as 
"n" ; "ck" as "k" and all those suffixes containing "y" are 
treated as consonants attached to the vowel "y" stem and arc 
so written. The compound suffixes containing more than two 
consonants are as follows ; "stl-cpt-rst-fst-stm-ngl-lpt-mpt." 

These are formed and written according to the rule con- 
trolling the formation of two character compounds. Many 
of the prefixes such as "st-gr-pr-th-sp-pl-ch-" etc., are also 
used as suffixes but have been discussed under the subject 
of prefixes. When used as prefixes the alphabet characters, 
written in relation to the writing line are usually employed, 
but while either form may be used, it is advisable to write 
them as suffixes under the vowel position rule in the same 
manner as other suffix compounds are formed, keeping in 
mind that in the latter event, the relation to the vowel stem 
determines the direction and position of the compound form 
and not the writing line. This same "vowel consonant'' rule 
is applied to the formation of all of the compound suffixes. 

Thus "g", being an "up" consonant sign, is attached to 

37 



the inside of a curved consonant character such as "n", the two 
when united forming a perfect circle or horizontal oval larger 
than the "st" sign and written below the vowel stem for "ng", 
while the "n" being a "down" character is turned outward on 
the curve of the "g" hook making a form like the letter "s" 
written above the vowel stem for "gn". But as the in-curve 
of "g" would be "gg" — the circle above the line can be used 
for "gn", and as "gn" is usually written as "n" this circle 
above the vowel stem can be used as a speed form for a word 
ending, without creating any confusion in the reading of notes. 
"Vowel-consonant characters" (Plate 1, Fig. 7) may conven- 
iently be divided into six general classes ; First : Those con- 
sisting of circles and loops which are merely added to a con- 
sonant character to form a compound such as "s-t-w-m-f-v", 
and these may be compounded with each other into larger cir- 
cles and ovals, such as "st-tw-sm-sw-tm". 

These latter forms occur mostly as prefixes and seldom 
as suffixes. The distinction of "up-inside curve-left vertical" 
and vice versa, is always maintained in suffix formation. Thus 
"s" is added to "r" on the inside of the curve and "t" on the 
outside ; "w" on the inside of the curve and "m" on the out- 
side; "f" on the inside of the curve and "v" on the outside, 
"s" on the left of vertical, "n" and "m" and "t" on the right. 

Second. Those characters consisting of a quarter-circle 
forming an "obtuse angle" with the vowel stem, being "p" 
which is turned upward and outward from the vowel stem 
and "r" which is the same character turned downward and 
outward from the vowel stem. In compounding, "p" turns 
inward on the curved consonant character and "r" turns out- 
ward. 

Third. Those consisting of a quarter-circle forming an 
acute angle with the vowel stem, being "1" which turns up- 
ward and back on the vowel stem and "c" which is the same 

38 



character turned downward and back on the vowel stem. In 
compounding, "1" turns inward on the curved consonant char- 
acter and "c" turns outward. 

Fourth. Those characters consisting of half circles or 
hooks parallel to the stem, being "g," which turns upward 
and inward on the vowel stem and 4 'n" which turns downward 
and imvard ; and the same form written at right angles to the 
stem, being "d" which turns upward and "j" which turns 
dowmward. 

In compounding, "g and d" turn inward on the curve 
character and "n and j" outward. The straight line charac- 
ters of "d and n" may be used. 

Fifth. Those characters consisting of the half of a small 
elongated elipse consisting of "ex" which turns upward and 
inward on the vowel stem and "qu" which turns downward 
and inward on the stem. 

Sixth. Those characters consisting of straight lines writ- 
ten at an acute angle with the vowel stem, being "b" which 
turns upward and inward on the stem and "k" which turns 
downward and inward on the stem. Also those straight line 
characters forming an obtuse angle with the vowel stem, be- 
ing "z" which turns upward and outward on the vowel stem 
and "y" which turns downward and outward on the stem. 

These forms and distinctions should be thoroughly im- 
pressed on the memory by reference to Plate I, Fig. 7 and 
Plates II and III, as they constitute the rule for the forma- 
tion of compound consonants at will. In rare cases, where a 
conflict exists, as when "1 or p", both up curves, are com- 
pounded with "r" a down curve, the rules require both "1 and 
p", to turn in on the "r" curve, but conflict is avoided by fac- 
ing them different ways, the "1" completing a half circle with 
the "r" curve for "rl" and the "p" with the "r" taking the 

39 



form of the compound curve "rp" used in prefix formation, 
clearly distinguishing a seeming departure from the rule with- 
out confusion. Many of the forms produce by the operation 
of this rule are never used in writing as the union of conson- 
ants represented by the sign produced are not found in words, 
and these may be omitted from consideration. The first class 
being sufficiently explained in this article, suffixes will sub- 
sequently be discussed relative to the second class in union 
with the other classes ; the third class in the same manner 
and likwise with the fourth, fifth and sixth classes, omitting 
however those forms seldom used in writing, and confining 
our attention to about the first ten or fifteen compounds enu- 
merated at the beginning of this discussion. 



EXERCISES. 



1. Write out and practice the suffixes shown on Plate 
III and on plate IV, part 2, and mentioned in the list given at 
the beginning of this article, and construct any there men- 
tioned and not found on the plate by writing the component 
consonant characters as shown on Plate 1, Fig. 7. 

2. Analyze the suffixes shown on Plate III by separat- 
ing them into their component characters and verify the analy- 
sis by comparison with Plate 1, Fig. 7. 

3. Practice the words given, using Plate IV, part 2 for 
reference; analyze these words into their component charac- 
ters and verify the analysis by comparison with Plate 1, Fig. 
7, keeping in mind the vowel consonant rule of formation. 

4. Make and practice a list of words containing the com- 
pounds shown on the plate. Form same into sentences using 

40 



the words given under "vowels with consonants'' and Plate II, 
to connect them. 

5. Review your previous work by copying all of the 
Plates given and by writing the exercise words many times 
in succession, always with the least number of pen strokes 
possible. Attempt to form each syllable as a single form by 
one stroke of wrist, hand and pen. 



SUFFIXES. Plate IV, Part 2. 



1 


peck 


2 


pickle 


3 


precept 


4 


tickle 


5 


addle 


6 


season 


7 


hedge 


8 


bugle 


9 


cough 


10 


help 


11 


felt 


12 


held 


13 


helm 


14 


self 


15 


selves 


16 


fully 


17 


Helen 


18 


sculpture 


19 


solemn 


20 


lamp 



21 sang 

22 send 

23 tent-mnt 

24 funnel 

25 advance 

26 sunk 

27 business 

28 happen 

29 apt 

30 paper 

31 telegraph 

32 prompt 

33 fern 

34 term 

35 pert 

36 harp 

37 nerve 

38 tears 

39 pearl 

40 herd 

41 



41 berg 

42 park 

43 serf 

44 first 

45 fast 

46 clasp 

47 system 

48 assertive 

49 attic 

50 tattle 

51 fatten 

52 rats 

53 pretty 

54 country 

55 keys 

56 onyx 

57 bubble 

58 cellar 

59 effort 

60 design 



EXERCISE. 



1. Drive the herd close to the black shed. 

2. The crew of the ship found bright pearls. 

3. Lamps are apt to smoke in a draught. 

4. Write this system by the key first spoken. 

5. The Sycamore was a dwarf and grew fast. 

6. The spray from the flood splashed into bubbles. 

7. Snap the pipe stem when the smoke draws. 

8. Pray where are the gloves Helen spoke of. 

9. Your place is in school during the term. 

10. Advance to the hedge and blow the bugle. 

11. Help me carry the fern to the park. 

12. He sang of the place he called home. 



42 



PART VIII 

COMPOUND CONSONANTS. 
SUFFIXES— CONT. 



By the rule of compounding consonants previously ex- 
plained, "p" being an "up" character turns in on the other 
characters, and likewise all other up characters turn inward 
on the "p" character; these are "g-d-1-ex-f-w-s-b-z." All the 
down characters turn outward on the "p" character in form- 
ing compounds; these are "n-j-r-c-qu-v-m-t-k-y. The "b and 
1" characters are treated as being alike except one is a curved 
and the other a straight line, the direction toward the vowel 
stem on "b" being taken as the outside of a curve as with 
"1." The same rule is applied to "c and k" below the line, and 
to all extensions of "n-d-th and sh." 

XOTICE, Plate I, Fig. 6, that the "p" character turns up- 
ward in a quarter circle from the vowel stem "e" used in illus- 
tration, and what is true of the "e" vowel stem is true for 
"i-a-o-u" stems also. The characters 's-f-w-ex-st or any circu- 
lar, oval or loop compounds are added to the inside of the 
curve of "p" character to form the compounds "ps-pf-pw-pst, 
etc., (Fig. 10) and "t-v-m "qu" are added on the outside of the 
curve to form the compounds "pt-pv-pm, etc. Many of these 
compounds are seldom or never used in writing. The char- 
acters "d and n" may be added as a verticle extension of the 
curve, upward or downward, but as "n" and "d" both have 
"hook" characters these may be used in preference to the ver- 
tical characters. In adding "d" to "g-n-p-r" "the straight line 
character may be added in a manner to form a "loop" for 
"gd-nd-rd-pd," and may be added to "pn" "In" "q" "rn" in the 
same manner. To "1-b-k-c" it is added as an extension of 
the character, and after "s-t-st-w-m" it is thrown across the 
vowel stem and at right angles to the writing line, and added 

43 



to "f and v" at the same angle to the writing line. By thus 
using the vertical position for "d" vowels may be written to 
the "left" when following "s" etc. without confusion with "d." 
Increase the length of the vowel stems to add "d." 

The character "h" is added as a small continuing line or 
shaded wedge ; "y" by a mere pen pressure "tick" in the direc- 
tion of downward "y" character and the same character may 
be used for "z" when written upward at an obtuse angle to 
the principal character. The characters "g-l-b," when added 
on the inside of the quarter curve character "p", give a three- 
fourths closed circle for "pg", a half circle for "pi", and a 
straight line acute angle for "pb". (Fig. 6). 

The character "r-n-c-k, when added to the outside of the 
"p" character give a compound curve for "pr" which is the 
capital characters" reversed ; a partly closed reversed hook 
for "pn" ; an acute curved angle pointing upward for "pc" 
and a straight line angle for "pk" and as the latter two are 
spoken alike it is immaterial which is used. Other compounds 
not mentioned may be formed in the same manner from the 
consonant characters and may be multiplied by adding sev- 
eral characters successively, Plate 1, Fig. 11, care being taken 
to avoid confliction of characters. The seeming conflict be- 
tween the "pc" form, where the "c w takes the form and direc- 
tion of a following "p", is negligible for the reason that the 
position of the following "p" is determined by the following 
vowel stem and which will probably not be "e", thus giving 
the same position and relation as the "c" mentioned. The 
same is true of "k and y" characters. 

All that has been said in relation to compounds with up- 
ward "p" apply with equal force to the compounds written 
downward with the character "r". Plate I, Fig. 6 inside curve 
gives "rs"-rf-rw-rst-rl-rg and rb. The outside curve gives 
rt-rv-rm-rk-rc-rn curves similar to the upward curved "p" char- 
ter compounds. 

The "1 and b" compounds are formed in the same manner 
as the "r and p" compounds, thereby reversing the figures of 

44 



the compounds. Plate I, Fig. 8, and for "inside-curve" giv- 
ing the compounds "ls-lf-lw-lst-lg-lb-lp" etc. The "outside 
curve" characters give "lt-lv-lm-lk-lc-ln-lr". Using the 
straight line "b" gives the compounds for "in (or up") charac- 
ters, "bs-bf-bw-bl-bg-bp, etc". (Same plate and figure), and 
"out" compounds of "bt-bv-bm-bc-bn, etc." The same rule 
is applied to "c" and "k" written below the vowel stem as 
is applied to the "b and 1" characters written above the vowel 
stem, giving the same compounds with "c" and "k" and observ- 
ing; the same distinction as to curved "c" and straight line "k". 
(Fig. 8). 

"cr" takes a compound curve similar to "lr" above the 
vowel stem, and "cp" a form similar to "lp" above the line. 
To "cp" can be added the circle "t" giving the compound 'cpt". 

The character "g" is a small half circle or hook written 
above the vowel stem while "n" is the same form written be- 
low the vowel stem. With the up characters turned in on 
the curve Plate 1, Fig. 9, "g" forms the compounds "gs-gw- 
gf-gl-gb-gd-gp," few of which are used and these "signs" may 
be used as speed forms for word endings if desired, without 
any confusion arising. 

With the "outside down" characters "g" forms the com- 
pounds "gr-gt-gv-gm-gk-gc-gn." The characters "gl-gr and 
gd" are about the only combinations with "g" in frequent use. 
The compound "gd" may be written as an enlarged closed 
loop as the "d" curved character is added parallel to the vowel 
stem, almost closing the loop ; "gr" may take the form of an 
acute angle pointing toward the left as "gc" is not used, but 
the rule may be followed. 

All that has been said of "g" may be stated for "n" char- 
acter. Notice Plate I, Fig. 9 the "ng" compound forming an 
enlarged circle or ellipse, giving with the vowels, the word 
ending "ing-eng-ang," etc. Also the closed loop for "nd" giv- 
ing the word endings "end-ind-ond-and-und". The ending 
"ing" may be an enlarged circle attached to any vowel, con- 

45 



sonant or compound, making other "ng" compounds eliptical 
in form. 

In forming "d" compounds, the vertical character is used 
when "d" is the first character of the compound except with 
some of the prefix compounds. Plate I, Fig. 4-5, Plate III ; 
Plate IV. "d" maybe added to "g-p and r" curves by looping 
in the same manner as with "n", and to "n" on the "r" curve 
in the same manner for "rnd". In other cases "d" is added 
by projecting a straight line character vertically tip or down 
or as an extension of the consonant character as "Id", and by 
increasing the length of the vowel stem, as "ed", and adding 
the consonant following the "d" if any. 

The characters "m" and "w" form some definite com- 
pound characters. Notice Plate III the oblique half circle for 
"mp" and "mf" ; the circle with the stem enclosed for "mn" ; 
at the end of the stem for "dg". Many of the compounds may 
be united into higher compounds by keeping in mind the rule 
of formation, Plate I, Fig. 11 so that the number possible is 
limited only by the capacity of the language. 



EXERCISES. 



1. Form all possible "up" character compounds w T ith 
"p-l-b. Then all possible with "down" character compounds. 

2. Perform the same exercise with r-c-k. 

3. Perform the same exercise with "g and n" characters, 
also with "d" using the vertical character of "d". 

4. Practice the compounds given on Plate III and make 
others. Practice the words given with the previous article 
on suffixes. 

5. Review your previous work and as a general exercise 
for the whole field covered, practice the "connective words and 
pronouns'" given, using compound consonants w T herever they 
occur and check your work from Plate I, Figs. 3, 4, 5, 6, 7, 8, 
9, 10. Plates III and IV. 

46 



EXERCISE— CONNECTIVES— PRONOUNS. 



1 above 

2 across 

3 after 

4 against 

5 along 

6 amid 

7 among 

8 at 

9 at all 

10 also 

11 as 

12 before 

13 behind 

14 below 

15 beneath 

16 beside 

17 between 

18 betwixt 

19 beyond 

20 but 

21 by 

22 because 

23 both 

24 despite 

25 down 

26 during 

27 ere 

28 except 

29 excepting 

30 either 



31 


for 


32 


from 


33 


forward 


34 


how 


35 


however 


36 


it 


37 


in 


38 


inside 


39 


into 


40 


if 


41 


like 


42 


lest 


43 


mid 


44 


midst 


45 


notwithsta 


tiding 


46 


near 


47 


neither 


48 


nevertheless 


49 


nor 


50 


now 


51 


or 


52 


of-off 


53 


on 


54 


out 


55 


outside 


56 


over 


57 


part 


58 


pending 


59 


per 




47 



60 


provided 


61 


round 


62 


save 


63 


since 


64 


so 


65 


still 


66 


through 


67 


till 


68 


to 


69 


touching 


70 


than 


71 


thence 


72 


that 


73 


upon 


74 


into 


75 


under 


76 


until 


77 


with 


78 


when 


79 


where 


80 


wherever 


81 


of 


82 


whether 


83 


why 


84 


whose 


85 


what 


86 


which 


87 


who 


88 


yet 







PRONOUNS 




89 


I 


him 


few 


90 


we 


hers 


all 


91 


thou 


thou 


both 


92 


you 


they 


one 


93 


my 


them 


aught 


94 


mine 


this 


naught 


95 


our 


that 


every 


96 


me 


these 


none 




why 


those 


thing 




thine 


who 


body 




yours 


what 


anyone 




their 


which 


somewhat 




yourself 


each 


such 




yourselves 


either 


something 




he 


neither 


other 




she 


some 


the 




it 


any 


a 




his 


many 


an 



48 



PART IX— PLATE V 

SYLLABLES. 
INITIAL. 



The initial vowel may be attached as a small form of the 
vowel stem to the first consonant form, writing the vowel in 
its proper direction either foreward or backward. (See pre- 
vious plates). Such initial syllables as "in-an-en-on-un" may 
be written very small but in the same form as usual, and at- 
tached to the second vowel stem. Plate V, part 1. 

Also "ad-ed-od etc," "am-um-" and all other initial syllables 
consisting of a vowel and consonant or compound consonants 
"See Nos. 1-5-33-34-35-40." The "d" may be added by 
increasing the length of the vowel stem. 

Those initial syllables consisting of a vowel and com- 
pound consonant, such as "and-end-art-ord" "36-38-39", are 
written in the same manner and always in the direction of 
the associated vowel, except "and" which is a combination of 
the vertical characters "nd". 

Those consisting of a consonant, a vowel and another 
consonant may be abbreviated by writing the consonant forms 
together either in the vowel direction, or upon the vowel posi- 
tion above, on or below the writing line to designate the vowel 
stem, and the vowel stem omitted. 

The syllables "con-corn" 2-3-are "c" written on an imagi- 
nary "o" vowel stem as if the vowel stem were present, and 
the "n" or "m" added as if below the imaginary vowel stem. 
This rule may be applied to the formation of all initial syll- 
ables of this class — 19. The syllable "imp" or "mp" with 
other vowels may be written "4" with the "mp" terminal 

49 



PLATE FIVE 

Syllables 

1. Prefix— 2. Suffix 







3 




5 


6 

_-0 


7 


2 


V 


A> 

***** 






f3 y 
2s 




15 


lb . 
la... 


v 


/g : 




JO 


XI 


0.X 

• 


<*3 


9e> 


4* 


At 


a,7 




a? 




ji .... 


3X .. 

4- 


33 


'"'1 

> 


35 


7^1 


37? 


3*. ^> 


"1 


%! 




Sf 




3 .. 




S 


4 


7 . : 


IT 


'-* 








/3 >> 

• — V, 




/IT 

> 


U 






"..-* 


-1 


XI 


a a. 


as 


a^ 

^*- 




A4 ^, 


A.i< 








31 


3a. 


33 

~*3 


3V- 


35 ^ 

<4 


3<» -o 


37 


38 


39 




V 






H+ 

O*^ 9 


> 




*7 


* 8 ^* V 




so f. 


SI 




^3 


5* 




















•^ 


4.5 

-A 


fct 


'> 






7© 
O 




%. 



form or written as in "35" and the "p" attached to the second 
vowel stem. "Sub"-"6" is "s" attached to the "b" "vowel 
consonant character" and this form may be used with like 
syllables of all vowels. In writing this form make the char- 
acter very small, shade it heavily, and keep the direction of 
the imaginary vowel stem the guide to the position and direc- 
tion of the syllable sign. "Ext" and "exp" 7-8 can be written 
as given, with the consonant attached to "ex" or the consonant 
may be attached to the following vowel stem ; "per-pol-por- 
col-cal-cor-cap" "9, 12, 13, 14, 32, 15, 20" are initial vowel 
characters joined together as if the associated vowel stems 
were present. Distinguish between these and the compound 
consonant prefixes such as "pr-pl" etc. These prefixes may be 
used in words of one syllable by writing the character on 
the vowel position, above, on or below the line to designate 
the vowel, but care should be used in this respect to avoid 
confusion. 

The syllables "man, dis, des, etc., def, dif, etc., der, dec. 
dac, etc., med, mod, sec, sev, sol, sym, dom," "10, 11, 16, 17. 
18, 21, 22, 23, 24, 25, 26, 37", are diminutive forms of the 
character forms. Care should be used to distinguish the direc- 
tion of the short vowel stem. The characters "f, v, m, s, t" 
may be added to the shortened forms in the usual manner ; 
"17, 29, 31." The syllable "prom", "27", from "30", etc., may be 
written by using the initial compound prefix and extending 
it to include the length of the vowel attached. This rule is 
true for all compound prefix initial syllables. The characters 
"t, s, m, w," may be combined along the vowel stem for "sem. 
tern, met, mes, etc.," "28". 

Many other methods may be devised to shorten the form 
and at the same time preserve legibility. In perfecting speed 
forms always keep in mind that they should be in line with 
the flow of writing as much as possible. 

51 



EXERCISES. 



1. Review all previous work thoroughly and practice all 
of the previous plate forms. 

2. Practice the initial syllables given on plate V, part 1, 
form others not there shown, and practice thoroughly with 
each of the vowels attached. 

3. Practice the exercise words given and compare your 
work with the forms given on the plate relative to initial 
syllables. 

4. Take from dictation at every opportunity. 

5. Practice phrases and sentences most used by speakers 
and write such phrases as "we have been" — "we remain/' etc. 
as one "sign" as if they were a single word. 



1 in-form 

2 con-firm 

3 com-edy 

4 imp-lement 

5 re-past 

6 sub-ject 

7 ex-tend 

8 ex-pose 

9 per-form 

10 man-age 

11 dis-order 

12 pol-icy 

13 port-al 



PLATE 5— PART 

14 col-or 

15 corn-er 

16 def-inition 

17 derm-al 

18 dec(s)-imal 

19 can-opy 

20 cap-ital 

21 med-ley 

22 mod-erate 

23 sec-ond 

24 sever 

25 sol-ace 

26 sym-bol 

27 prom-ise 

52 



28 sem-ber 

29 perm-anent 

30 form-ality 

31 culture 

32 call-ing 

33 ev-ery 

34 ed-ited 

35 im-itate 

36 end-less 

37 dom-inate 

38 art-ful 

39 ord-er 

40 ad-age 



EXERCISE. 



1. In this respect we are out of order. 

2. We will second your efforts to extend notes. 

3. Cultivate your power of thought by close attention. 

4. The proper study of mankind is always man. 

5. Invest your capital in order to make gains. 

6. A strong will controls the work of many. 

7. To promise is only to imitate a performance. 

8. Calling every day tends to destroy your welcome. 

9. Moderate your demands to conform to the facts. 

10. 1 will soon manage to restrain the disorder. 

11. A medley of sounds tends to produce comedy. 

12. He was the second to enter the portals. 



53 



PART X 
SYLLABLES— TERMINAL 

SPEED FORMS. 



Many syllables are repeated in forming words with such 
frequency that ease and speed of writing demand a modified 
form of the usual writing form or sign (Plate V, Part 2.) 

This is particularly true for terminal syllables occurring 
as the ending of words. Many of these are merely compound 
consonants of two or more consonants, and are written as such 
in the usual form. In some a vowel intervenes and occa- 
sionally two or even three vowels w T ith accompanying con- 
sonants. 

In the latter kind of terminals a contraction of form is 
desirable. This may be secured in many cases by omitting 
the vowel stem and writing the consonants in the direction 
of the vowel stem as if it were written before the consonant. 
The prefix compound consonants (Plate 111 — IV) may be 
used as such contractions, but it should be remembered to 
write them full alphabet size and in position determined by 
the writing line and not by the vowel stem direction. Thus 
"per" as a terminal may be written "pr" etc. 

Many of the forms may be made by merely writing a di- 
minutive form of the ordinary form of writing, and this may be 
further contracted and modified by reducing the angles of the 
curves and otherwise facilitating the writing and at the same 
time produce distinctive forms, having sufficient resemblance 
to the fully written form to be easily identified. 

The ending pronounced "shun" and variously written as 
"tion-sion-scion-cion" may be designated by writing the 

54 



"sound" very small and eventually contracting it into a very 
small compound curve, attached to the previous syllable., and 
written in the direction in which the "u" vowel stem would 
lie. Plate V— Part 2— Xos. "30-31-32"-"t" may be added to 
this sign "24" for cient. 

The terminal syllable "shus," variously written as "cious- 
xious-ceous-scious-tions" mav be written by its sound a<; a 

very small character and contracted to an elongated ellipse 
written in the direction of the "u" vowel stem. Xos. 35-36- 
37-38. 

The syllables "ing-ang-eng-ong-ung-" are all formed by 
writing the circle or ellipse formed by the union of "tt and 
g" in the direction of the associated vowel as an addition 
to the previous syllable. — "1" "Ing" may be made larger 
and attached to any form in any direction. 

The double sound "inging" may be written as a larger 
like form "58." The syllables "ind-and-end-ond-und" are 
made by writing the "nd" loop in the direction of the asso- 
ciated vowel "3" and the compound "anding" by increasing 
its size "59." 

The syllables "int-ant-ent-ont-unt" may be written as a 
diminutive form of the writing sign, directed in the line of 
the vowel, or modified into a partly closed ellipse "12," which 
may be fully closed to add "n" as in "nent n "44" and increased 
in length to add "m" as in "menf' 43. The letters "s-t-w-m" 
may be added to "ent," etc., for such words and syllables as 
"tent-sent-went-meant-tents-" etc.. or modification on the 
appropriate vowel line, such as a figure eight formation of 
the elipse may be used to add "s and t" "43." 

The syllables "irt-art-ert-ort-urt" are written very small in 
the position demanded by the associate vowel as shown in 
"13." The syllables "sy-sies-ty-ties-dy-" are written very 

55 



small as terminals, but in their usual form. "5-6-7-". And 
the same is true of "le-ly-al-"ll-15," modified as to direction 
in "le-al" to correspond to the direction to the associated 
vowel. 

The syllables "ince-ance-ence-once-unce" and modifica- 
tions of the "nc" compound are written by adding "c" to the 
"n" sign at the end of the vowel stem, written very small as 
a curved point directed tow T ard the left on the lower side of 
a diminutive vowel stem to point the direction "4," or in ordi- 
nary writing size. 

The syllables "ink-ank-enk-onk-unk" are written in the 
same manner, using straight line "k" in place of curve "c," 
but written in the same relative position (4). The syllables 
"try-tries" may be written as diminutives of the usual sign 
or as modified forms of "r" in front vowel position with "y" 
added and the "t" loop between them, using "st" loop instead 
of "t" loop for "tries" "8" and "trie-" may be written as a 
modified "r" in the end vowel position with "k" added and 
the "t" loop between them "9." This form may be used for 
all vowels by pointing the sign in the vowel direction for 
"tric-k, trac-k, trec-k, troc-k, truc-k" "9." 

Keep in mind that "trie" sign changes direction with the 
vowel employed while "try" retains a fixed position relative 
to the writing line on the "y" sign. 

The syllables "ion, xion" pronounced "yon" may be writ- 
ten as such sound "33, 34" by a diminutive "yn." 

The various combination of "ly" such as "bly, ble, bility, 
ability," "16, 17, 18, 19," are various modifications of "1" and 
"b" written in their position above the vowel stem and may 
be reduced in size for speed, while "ical, cally, ctly," "20, 21, 
23," are modifications of "k, 1" written below the vowel stem. 
The syllables "ently, antly," etc., are written on the appro- 

56 



priate vowel stem as "n" with the "1" sign added and "y" 
added as a small "tick" sign, "22." 

The syllable "ously" "25" is written as "sly," "ize," 26, as 
"z" attached to the vowel stem and the same for all vowels ; 
"ized" "27" is the same with "d" character added either up- 
ward or downward; "ization" "28" is a combination of "27 
and 30." 

The syllables containing "v," "48, 49, 50, 53" are direct 
combinations of the constituent sounds and characters and 
"f" combinations are made in the same manner "52"; "less- 
lessly" are combinations omitting the vowel stem between 
them, "39-40;" but combined in the usual manner. 

The syllables "ish, ishness," "45, 57" are diminutives of the 
visual forms and the same may be said of "per, ern, ism, dom, 
son, man, ship, some, like, ful, file, mate, mately, taneous, 
inous, thing, tional, fold," 'TO, 14, 29, 46, 47, 51, 54, 60, 61, 
62, 63, 66, 67, 68, 69, 70, 71, 72." 

The syllable "cult" is "k-l-t" combined and written below 
vowel stem "65" and "cles" is "k-l-s" written in the same man- 
ner, "64." The latter syllable may be written as "cl" prefix 
sign extended to "e" vowel stem and "s" added. It takes its 
position relative to the writing line, as do all such prefix 
signs "64." 

"Ply" and "mply" "2" is "pi" compound with "y" added. 
"Ness" (41) is a diminutive of the regular writing sign and 
may be modified in writing to a small compound curve, the 
reverse of "shun" (30) written in the direction of the "e" 
vowel stem; "eousness" "42" is a compound of "37 and 41"; 
"tress, trous" is modified "trs" written in the "e" vowel direc- 
tion for the first and the "u" vowel position for the second 
"55, 56." Compare with "8, 9, 4." All forms may be written 
of smaller size as terminal syllables, thereby promoting speed. 

57 



EXERCISES. 

1. Practice the forms given on plate V, part 2, as terminal 
syllable attached to each vowel, writing each with one stroke 
of hand and pen. 

2. Practice the words given, using the forms given for 
the terminal syllables, checking your work by comparison 
with the plate. 

3. Analyze the forms and compare with alphabet, Plate 
1, figs. 2 and 7 and with compound consonants, Plates III 
and IV. 





PLATE V, PART 2 


1 read-ing 


25 fa-mously 


49 for-giving 


2 com-ply (mply) 


26 re-al-ize 


50 act-ively 


3 pre-tend 


27 paral-ized 


51 lay- man 


4 ad-vance 


28 real-ization 


52 him-self 


5 safe-ty (sy sies) 


29 form-alism 


53 them-selves 


6 coun-ties 


30 por-tion 


54 worship 


7 la-dy (ies) 


31 inva-sion 


55 dis-tress 


8 coun-try 


32 suspi-cion 


56 disas-trous 


9 eccen-tric 


33 comple-xion 


57 self-ishness 


10 ves-per 


34 compan-ion 


58 s-inging 


11 slow-ly (le) 


35 con-scious 


59 com-manding 


12 pleas-ant 


36 an-xious 


60 hand-some 


13 de-part 


37 carbona-ceous 


61 life-like 


14 west-ern (rnd) 


38 cap-tious 


62 faith-ful 


15 gener-al (el) 


39 art-less 


63 pro-file 


16 hum-bly (mbly) 


40 art-lessly 


64 parti-cles 


17 port-able 


41 busi-ness 


65 difn-cult 


18 prob-ability 


42 right-eousness 


66 inti-mate 


19 re-ality 


43 experi-ment 


67 proxi-mately 


20 eth-ical 


44 perma-nent 


68 simul-taneously 


21 pract-ically 


45 par-ish 


69 om-inous 


22 pres-ently 


46 wis-dom 


70 some-thing 


23 ex-actly 


47 per-son 


71 constitutionally 


24 defi-cient 


48 act-ive 


72 mani-fold 



58 



EXERCISE 



1. This is a pleasant country for new business. 

2. Wisdom is acquired slowly and retained by effort. 

3. We can safely advance to the ladies' assistance. 

4. He will depart by the western county road. 

5. I do not pretend that reading promotes knowledge. 

6. The experiment resulted in permanent improvement in 

general. 

7. Business has ethical rules as will presently appear. 

8. There was suspicion that invasion was generally ex- 

pected 

9. The person most actively engaged may noAv depart. 

10. The laymen will presently act upon this themselves. 

11. Singing is exactly what I pretend to practice. 
12 His companion in all probability is safely home. 



59 



PART XI 

SYLLABLES— GENERAL. 



Always write each syllable, if possible, as a single form 
and hold them in the mind by sound and not by letters. In 
practice work they may be spoken aloud as written or may 
be held in the mind without utterance. Do not practice writ- 
ing single letters or words spelled out in the mind. Let the 
hand flow steadily toward the right and keep your writing 
upon and as near to the writing line as possible. When a syl- 
lable begins with a vowel, this vowel may be written as a 
small "tick" attached to the consonant sign following, or the 
first vowel and consonant or compound making up the initial 
syllable may be written in diminutive form, always maintain- 
ing the vowel direction, and attached to the second syllable 
much in the same manner as "vowel consonant characters" 
are attached to vowel stems. Whatever manner and style of 
writing you adopt, and your style and size of formation of 
characters should be reduced to the method most natural to 
you by reason of your longhand style, adhere to it consistently 
in your practice. Do not write "en" with initial vowel "tick" 
and then "an" as a diminutive combination but write both and 
all other similar forms in one style or the other. Uniformity 
of style is a great aid to memory and almost indispensable 
to ease of reading. Carry this uniformity as to manner, style, 
size, flow, and slope, into all of your practice and writing. Do 
not try to make the vowels of a certain length but adopt the 
length you find it easiest to write. The direction is the princi- 
pal requirement for vowels. In writing such words as "the- 

60 



she", the "t" and "s" may be reduced to a "dot" or mere pen 
pressure shading and in compounds containing "h" the whole 
form may be made small and shaded to show "h", thus dis- 
tinguishing the sound without writing the sign. Thus "h" 
sound can be shown by shortening the vowel stem as well 
as by shading it, as it always occurs with a vowel and the "h" 
characters, written in the vowel direction is all that is neces- 
sary. The combination was only given you to fix it in your 
memory. 

If the syllable consists of a consonant followed by a vowel 
it may be written in the diminutive form as a character at- 
tached to the following vowel or consonant of the next sylla- 
ble. Syllables consisting of two consonants with a vowel be- 
tween them may be written in the same manner and like- 
wise when the syllable closes with a compound consonant. 
This form is especially applicable to words of one syllable and 
should be written with one stroke of hand and pen if possi- 
ble, either small, ordinary size, or large, in wrist movement 
style. 

When the word begins with a syllable like "care-col-sub," 
etc. abbreviation may be accomplished by using the vowel 
consonant characters, positioned as if the vowel stem was pres- 
ent or the compound consonant sign may be used, written full 
size, above, on or below the line to designate the vowel. This 
is vowel position writing in two different forms ; first, by the 
vowel direction pointed by the small characters, and second, 
by the position of the compound prefix character relative to 
the writing line. Adopt that style most in harmony with your 
style of writing and adhere to it throughout the whole system. 

This method applies particularly to words of one syllable 
and is apt to prove confusing in words of greater length. 

When the syllable opens with a compound consonant, use 

61 



the "prefix" form, attach the vowel stem and add any conson- 
ants or compound consonants that are part of the syllable by 
using the "vowel consonant" characters. The letters "s-t-m- 
w-g-n-f-v-st — " may be added to "consonant characters" when 
attached to the vowel stems in the same manner as when they 
are attached to the "capital characters" thus giving "compound 
vowel character prefixes" attached to and taking their position 
and direction from the vowel stem. 

Carefully distinguish between this form of writing and 
the "capital prefix signs" and there will be no confusion. Do 
not use small characters for such compounds as k 'cr-cl-etc." 
but use the "capital prefix signs." 

The vowel following the compound prefix sign may fre- 
quently be added as a continuation of the "prefix curve," mak- 
ing a longer, wider curve in the same direction as the prefix 
curve and carried to the point at which the vowel stem would 
terminate. A consonant or compound may be added to this 
enlarged form in the usual manner. 

This is a very effective method of writing words of one 
syllable beginning w T ith "ch-pr-cl-ph — " etc., such as "close, 
pray, chart climb" and may be used for words of two sylla- 
bles such as "charging-praying-claimant" etc. Prefix forms 
may also be used in forming a terminal syllable such as "cles"- 
"per-car 'etc., giving only the compound consonant sound 
without the intermediate vowel, but perfectly legible and 
easily read. The most used terminal syllables as well as the 
most used initial syllables are set out on plate V. and others 
may be formed and used in the same manner. Where two con- 
sonants stand together in a word they may often be written as a 
compound consonant but care should be exercised in this re- 
spect, as such forms create confusion in reading. It is well to 
distinguish them by attaching one to the preceding syllable and 
the other to the following syllable. Follow the form of utter- 

62 



ance as closely as possible in this as well as in all other respects. 
Terminal syllables may be contracted into speed forms per- 
fectly distinct and of easy writing form by flatening the curves 
of the syllable form or extending the curve or hook. Thus 
"end" may be made by extending the combined "n-d" charac- 
ters to touch the vowel stem and flatening the curve of "d" 
making a closed loop of larger size than "m". And the same 
is true of "ant"-"ont" and like forms — Plates III and V. Fa- 
miliarity with the initial and terminal syllables shown on Plate 
Y will produce a speed in writing that will be as surprising as 
it will prove effective. Do not waste time in spelling out 
words. Begin your practice by writing the sound of "words, " 
first of one syllable and then join them into longer words. 
Write the sound of the word and not the letter; omit all silent 
and double letters. Where two vowels fall together they may 
designate two distinct vowel sounds in which event both are 
written in shortened form joined together in an abrupt curve 
rather than at an exact angle. This softening of the angle is 
a step toward speed. This form may be used to designate dip- 
thongs, in which the vowel sounds coalesce. These sounds 
may also be written as a curved vowel stem. In all of these 
vowel combinations the consonants and compounds are at- 
tached to produce the syllable as if the vowel was in the or- 
dinary straight line form. 

Practice the words following this explanation for the pur- 
pose of acquiring skill in the formation and writing of syllables 
as single forms or signs. This list of words contains almost 
every combination that may be found necessary in the forma- 
tion of words and your work should be thoroughly analyzed 
by comparison of your forms with the plates showing prefixes, 
suffixes, compound sonsonants and initial and terminal syl- 
lables. Secure certainty and consistency of formation and 
speed will necessarily follow. 

63 



EXERCISE WORDS. 



1 ab-di-cate 
2 ab-hor-rent 

3 a-bridge 

4 ab-stract 

5 ac-claim 

6 ack-nowl-edge 

7 act-ing 

8 ad-journ-ment 

9 ag-gress-ive 

10 album 

11 al-che-my 

12 al-tern-ate 

13 am-pli-fy 

14 ang-ler 

15 ap-plaud 

16 arch-er 

17 arm-a-ment 

18 art-less 

19 ath-wart 

20 awn-ing 

21 az-tec 

22 black-en 

23 bland-ish 

24 blank-et 

25 blast-ing 

26 branch-ing 

27 brand-ing 

28 brist-ol 

29 broth-er 

30 cha-grin 

31 chald-ron 

32 charg-er 



33 chart-er 

34 chim-ney 

35 christ-ian 

36 clink-er 

37 crack-ling 

38 crisp-ate 

39 cryst-all-ize 

40 cul-vert 

41 curb-ing 

42 cut-let 

43 cynical 

44 drafting 

45 drink-a-ble 

46 drawl-ing 

47 dredg-ing 

48 ec-cen-tric 

49 ech-o 

50 eld-er-ly 

51 elf-ish 

52 emblem 

53 em-broil 

54 em-phat-ic 

55 en-croach 

56 end-less 

57 engrave 

58 en-joy 

59 ent-er 

60 en-trap 

61 en-twine 

62 es-pousal 

63 eth-ics 

64 ex-hibit 

64 



65 ex-ploit 

66 ex-tract 

67 fledg-ling 

68 flesh-y 

69 flint-y 

70 frus-trate 

71 ful-fil 

72 glanc-ing 

73 gland-ular 

74 graft-ing 

75 grand-ly 

76 grant-or 

77 gip-sy 

78 im-part 

79 in-crease 

80 ig-noble 

81 im-plant 

82 in-grain 

83 in-scribe 

84 in-sert 
35 instruct 

86 in-va-lid 

87 isth-mus 

88 krem-lin 

89 knap-sack 

90 kitch-en 

91 kryp-ton 

92 lynch-ing 

93 ly-ce-um 

94 myst-ic-al 

95 myth-ical 

96 ob-li-ga-tion 



ob-du-rate 


rest-ful 


structure 


ob-scure 


rect-angle 


strongly 


ob-struct 


re-dress 


sub-ject-ive 


oc-to-pus 


re-frig-er-ate 


swind-ling 


og-le 


rent-al 


sym-pho-ny 


og-re 


rupt-ure 


thank-ful 


om-ni-bus 


rock-et 


thrash-ing 


op-press 


scald-ing 


thwart-ing 


orb -it 


sched-ule 


therm-al 


ord-nance 


sci-ent-ist 


track-age 


orn-a-ment 


scle-rot-ic 


tran-scribe 


os-prey 


scrap-er 


tremb-ling 


ost-ler 


scrumpt-ious 


trestl-ing 


own-er 


sculpt-ure 


trick-ster 


phleg-mat-ic 


shambl-ing 


tripli-cate 


phys-ic-al 


slip-per 


twink-le 


pledge 


shririk-age 


text-ile 


plumber 


scant-ling 


un-can-ny 


pract-ic-al 


smudg-i-ness 


und-u-late 


pre-scribe 


spenc-er 


up-right 


print-ing 


spending 


whee-zing 


prob-lem 


splint-er-y 


whirl-ing 


pro-gram 


squal-ly 


whorl-ed 


pre-scription 


stability 


wrang-ler 


quad-rat-ic 


stamp-ede 


wreck-er 


quart-er 


stand-ard 


yclept 


quin-tu-ple 


start-le 


younger 


quix-ot-ic 


stig-ma-tize 


yester-day 


quest-or 


stitch-ing 


yank-ing 


re-tract 


stock-ade 
65 


york 



PLATE SIX 

EXERCISE 



'3. 



% 



97 



Atf | At 



At, 



33 



3^ 



'f 



*7 



XT 



^o 



2/ 



At 



/iT 



*5 



U^ 



°W^ 



3/ 



*f 



O O 1) 

<r* - 

65"/ &fc 



J6 



37 



3jr 



¥3 



*f 



*7 



** ¥s *H» 

^ S3 S* 

£0 w ia 

^ ^> ^ 

fe/ fe? 74 



32 

1 ~*\ 

cr si 



73 



7^ 



a 



4 



it 

11+ *t 



7* 7/<> 

"o» '\s % 

ff /•♦ /©/ 



7# 4U| 






C>3 



r/ 



79 



f^ 



96 






/J// 



«7 /3« 



'07 






^ -O «C °X 



/// 



/«> *&+ f&r 

'3/ a?a /33 

^ ^ «^ 

*3 ( ^ 



tit 



'©3 /«*. 

'If SAo 



^ 



PLATE VI— EXERCISE. 



1 
2 
3 
4 

5 
6 

7 



a 

an 

and 

am 

all 

as 

at 

8 are 

9 ax 

10 ask 

11 by 

12 be 

13 but 

14 been 

15 bent 

16 being 

17 can 

18 came 

19 come 

20 would 

21 care 

22 day 

23 do 

24 done 

25 doing 

26 did 

27 dead 

28 down 

29 don't 

30 end 

31 each 

32 every 

33 for 

34 from 

35 friend 

36 fasting 

37 go 



38 get 


75 share 


111 thought 


39 give 


76 shoot-shot 


112 thick 


40 gave 


77 shorn 


113 things 


41 great 


78 shed 


114 theirs 


42 he 


79 sharp 


115 think 


43 hers 


80 ship 


116 thence 


44 him 


81 shape 


117 thatch 


45 head 


82 show 


118 thews 


46 his 


83 shown 


119 thumb 


47 has 


84 shut 


120 three 


48 had 


85 shoes 


121 us 


49 have 


86 short 


122 use 


50 high 


87 shrewd 


123 up 


51 here 


88 small 


124 very 


52 hours 


89 strong 


125 with 


53 how 


90 sling 


126 who 


54 I 


91 scalp 


127 why 


55 in 


92 scrap 


128 whom 


56 if 


93 such 


129 when 


57 much 


94 self 


130 what 


58 on 


95 selves 


131 while 


59 one 


96 to 


132 whose 


60 own 


97 two 


133- where 


61 of-off 


98 the 


134 want 


62 out 


99 they 


135 went 


63 once 


100 that 


136 word 


64 ours 


101 them 


137 work. 


65 put 


102 those 


138 was 


66 ran 


103 there 


139 will 


67 rest 


their 


140 which 


68 so 


104 then 


141 would 


69 see-sea 


105 than 


142 you 


70 say 


106 this 


143 yes 


71 several 


107 these 


144 yours 


72 song 


108 thus 




73 she 


109 though 




74 should 


110 thou 





67 



PLATE SEVEN 

EXERCISE 



S <^K ^ ^ 



to a 

'<> 17 it 

^ ^ U, 



/a 



7 

" *» j' j« "" z 

15 ** a7 | * f *' 30 ^* 

J^^L_©^ IT? Hb i^° 

38 n jf *« v/ w 

?-» e^t5) <5 \ % e^^ ^ 

*3 Q +¥ +* +6 97 ¥g 



*7 



ti so 

SS 5*»w '7 



* J 4»£ V7 

4T/ J*A ^ S3 5* 

*0 






t* 



7/ 



PLATE VII— EXERCISE. 



1 almost 

2 ancient 

3 appear 

4 attention 

5 after 

6 acquisition 

7 aggressive 

8 apartment 

9 already 

10 blankets 

11 beautiful 

12 basket 

13 bitterness 

14 called 

15 cracked 

16 counting 

17 covering 

18 children 

19 common 

20 country 

21 cause 

22 consent 

23 companion 

24 consideration 



25 describe 

26 dredging 

27 dispersed 

28 direction 

29 dining 

30 deciding 

31 distribution 

32 fledged 

33 during 

34 extend 

35 edge 

36 entering 

37 engaged 

38 escaped 

39 fasting 

40 food 

41 faster 

42 fasten 

43 flapping 

44 family 

45 frequently 

46 friend 

47 faded 

48 generally 



49 given 

50 government 

51 giving 

52 golden 

53 hills 

54 help 

55 hung 

56 hundreds 

57 important 

58 influence 

59 interrupted 

60 justly 

61 knowing 

62 knight 

63 lighted 

64 little 

65 made 

66 marked 

67 medicine 

68 management 

69 needed 

70 naming 

71 number 

72 nothing 



69 



PLATE EIGHT 

EXERCISE 



/ 


4. 


3 

^^S^ 


V 


U 


V 


7 

^J^ 


? 

*— ^ 


/© 


9$ 

v_3 


V 


AJ /* IS /* #7 

IH XO 41 X% X$ ^ 


\ 


=*> 


^ 


-v 


— ^ 


r 


• — 


*1 


at 

**> 








3/ 


32 


33 


3* 


35 


3*. 


^" 


^ 


W^ 


<x 3 > 


<3^S> 


3-^ 


37 


9$ 


3* 


¥* 


*7 


VA 

a 


*T> 


°T 


o-^ 


°^ 


5-^^v 


\ 


*3 


**■ 


¥S 


^4 


*7 


n 


°— - 


^V) 


*> 


^ 


( 


% 








> 


S3 


V 


U^ 




> 


■*» 


*? 


do 




^ 


13 


V 


fcS" 


<*<> 

y^ 


*7 


H 


4* 


76 


11 


7-2 


^ 


1 


/^ 


*-* 


^v-^l 



PLATE VIII— EXERCISE. 



1 occupation 

2 obligation 

3 object 

4 owner 

5 older 

6 prostrate 

7 platform 

8 pitched 

9 perhaps 

10 parts 

11 people 

12 possible 

13 portable 

14 perform 

15 prompt 

16 preceding 

17 picked 

18 proportion 

19 questioned 

20 recovered 

21 rummaged 

22 roped 

23 riddle 

24 said 



25 shed 

26 smoked 

27 states 

28 stronger 

29 smaller 

30 strangling 

31 spirits 

32 securely 

33 sufficient 

34 startling 

35 sweetened 

36 scooped 

37 severally 

38 second 

39 sample 

40 sentence 

41 slavery 

42 solution 

43 stood 

44 scruples 

45 shooting 

46 silence 

47 touch 

48 turned 



49 trouble 

50 triangle 

51 told 

52 used 

53 upon 

54 united 

55 understand 

56 uncomfortable 

57 village 

58 vinegar 

59 victories 

60 wordless 

61 worked 

62 welcome 

63 whether 

64 wrapped 

65 widening 

66 witness 

67 wealth 

68 xenophon 

69 yards 

70 yet 

71 yesterday 

72 zebra 



71 



PLATE NINE 

EXERCISE 



2 3 * 



-Vo ^ ^ it—j^ v y J* 

f tO It /I 13 («~ IS- /<> 

'7 It /f \ Z* 41 &Z 2$ Z+ 



^° ^ ^^ <** ^y ^> *» 

** A4 ^7 2* 3? 3o 3/ j* 

f/ « ** **- t-s- *-(, w v% 

^^ i 5 JP ^ v^o-vT-xp 

^f $* 57 52, S$ Ph ?f f(, 

S ? $| *¥ Co fc/ t^ C3 CV 

^ S ^ ^ "^ o •& v5 

(>5 H *>7 4* C? lo 7/ f z 

°"% ^ O* ^ Hi ^ ^^ 9! ° 

7* 7f 7J- 7^ 7 7 7jr 7? ?0 

*< *4 ?3 W I & *<, * 7 ?? 

** 4 ?* 9 1 92 9$ 9* ?*_^ ?6 

y »» <^ c, t^ (^ "^? ^ 



PLATE IX— EXERCISE. 



1 thus 

2 through 

3 show 

4 shred 

5 later 

6 lather 

7 wiser 

8 wisher 

9 faster 

10 held 

11 sheding 

12 said 

13 would 

14 could 

15 should 

16 did 

17 holding 

18 watching 

19 watchful 

20 wishing 

21 whistling 

22 farthing 

23 nothing 

24 noting 

25 before 
behind 

26 beyond 
being 

27 do-doing 
don't-done 

28 can 
came 
come 

29 because 
become 
became 



30 wealth 
welsh 

31 tenth 
berth 

32 marshaled 
farther 

33 mouldering 

34 mouldered 

35 sampling 

36 samplers 

37 purpling 

38 worldling 

39 curling 

40 curler 

41 wintry 

42 wintering 

43 helpless 

44 helping 

45 portland 

46 parceling 

47 enobled 

48 en ob ling 

49 loafing 

50 raffle 

51 raffling 

52 raffled 

53 raving 

54 raveling 

55 raveled 

56 reached 

57 reaching 

58 portable 

59 spending 

60 slandering 

61 hoping 

62 hopeless 



62 hopelessly 

64 hopelessness 

65 motioned 

66 motionless 

67 heartless . 

68 heartlessness 

69 preacher 

70 schooling 

71 department 

72 contents 

73 contentment 

74 advancing 

75 advancement 

76 dispensed 

77 pencil 

78 penciled 

79 penciling 

80 pickled 
SI pickling 

82 general ed 

83 generalizing 

84 sharpening 

85 scorned 

86 scorner 

87 scorning 

88 harping 

89 appearance 

90 conscious 

91 consciousness 

92 carpentry 

93 colorless 

94 corporation 

95 carving 

96 totteringly 



73 



PLATE TEN 

PHRASING 






s.'s>! 



-> 



y 



4.'*^ ' 'X** 








t _»V 



*£J**". 



V *^V \ e ' 



PART XII— PLATE X 
PHRASING. 



In writing from dictation the phrasing is distinctive, and 
properly noted, is an aid to speed in writing and legibility in 
reading. In addition to the ordinary punctuation, which is 
written with the ordinary marks, there is a punctuation of ac- 
cent force, pause, etc., in spoken language. The speaker or- 
dinarily "flows" his language in groups of three syllables and 
in multiples of these, the pause filling in one or more periods 
not uttered. If this "flow" can be grasped, writing and reading 
of notes are improved. These distinctive groups may be 
phrased and written as single forms, and as they are repeated 
over and over in various relations, they merit close attention 
and constant practice. "Such a sentence as "I hope you w^ill 
be able to go," naturally falls in three groups or phrases ; "I 
hope — you will be able — to go ;" and these groups may each 
be written as one form by continuous progress of the pen with- 
out lifting it. This is an element of speed not to be overlooked, 
as lifting and placing the pen consumes much time in writing. 
Plate X shows phrases formed in this manner. Ori this plate 
there is no attempt made to reduce the length of the "phrase 
form" or modify its outline, but all sounds are written as if 
the component words were each written alone, except a few 
initial consonants, which are omitted. 

These forms and all other phrasing forms may be modified 
in the interest of speed and yet retain their distinctive forms. 

This may be done in several ways. The initial consonant 
of many words may be omitted as in "No. 1" the word "live" 
would be just as distinctive if the "1" was omitted. So in "No. 

75 



6" the phrase, "you will be" can be reduced to "u-il-b" and still 
be perfectly legible. Another method is to drop the "vowel" 
of the last syllable of each word if conveniently possible. No- 
tice the word "relative" in "No. 10" — being written as "rel-tiv." 
In "No. 12" — notice the initial "tick" vowel in "Please advise" 
— and "as soon as" could be written as a mere compound curve 
without the "s or n" and still be perfectly legible. In "No. 20" 
— "we are" is written as "wer" and "receipt" as "rect" and "of 
your order" could be made a compound curve of the general 
form of the written words. 

The word "application" may be written "aplkashun" and 
would be just as legible if written "aplk-shun" and the word 
"refused" may be written as "ref-usd." Notice in "No. 16," 
"the amount" has "ount" written with the modified syllable 
ending "urit" — (Plate V-12) curved on "o" to add "u" — for 
the dipthong "ou." In "No. 11" the word "communication" 
is written "com-un-ka-shun" and the additional form "com- 
kshun" which is very legible and distinctive and could be mod- 
ified to meet" comission," "compression" and all similar words. 

In phrase writing use the initial syllable forms and term- 
inal syllable forms shown on Plate Y for contracting the 
words ; omit initial consonants when the legibility is not im- 
paired, and the vowels of terminal syllables whenever possible. 
Adopt a distinctive form and plan of speed writing and adhere 
to it consistently. 

In rapid writing the acute angles formed by the union of 
some of the characters will naturally degenerate into abrupt 
curves. This should not be avoided but rather encouraged, 
so long as legibility is not impaired. And in the same manner 
such forms as "I will be," "you have been," and other phrases 
and combinations of frequent use may be allowed to assume a 
flowing curved outline, perfectly legible and yet easily written. 

76 



Ease the angles of union wherever possible but do not impair 
the legibility or depart from the "alphabet" and writing char- 
acters and values to the extent of creating a system of your 
own which no other person can read. 

Do not expect to acquire facility without practice. Speed 
is impossible unless the hand responds automatically to the 
guidance of the mind. In reading you do not consciously sepa- 
rate and recognize each letter of a word, yet the absence of 
one letter would be noticed. The entire form of the word has 
become a unit or identity to the mind and is grasped as a com- 
plete object. So in writing; while the hand forms the letters 
the mind is conscious only of the word and perhaps not even 
of the word, but of the sense and sentence. In training the 
hand to a musical instrument the same rule applies. You do 
not read the notes but the phrase, and your hand automatically 
responds with harmony rather than melody. In writing short- 
hand, keep constantly in mind, that the letter forms are merely 
the frame-work of the word form, and by practice in combina- 
tions rise to automatic writing of syllables, and from syllables 
to compound words and from isolated words to phrasing. 
Through all this course, practice the sounds and not the let- 
ters, whether it be single letters, or compounds of these or 
union of many. In practice for speed, do not hesitate over a 
form but write something for the sound, and after completion 
of the practice, correct your work carefully and practice those 
forms in which you find errors. To hesitate and formulate 
signs at the moment of writing is fatal to speed. Better omit 
the word or syllable entirely and depend on the contex to sup- 
ply it. 

Practice the phrasing shown on plate X, not as absolute 
fixed forms but as examples of how and what to phrase. Main- 
tain the relation to "alphabet characters" throughout all forms ; 
apply the rules for compounding consonants ; distinguish be- 

77 



tween "vowel consonants" by position on the vowel stem and 
"capital characters" by position relative to the writing line. 
Punctuate as in writing long* hand, write figures when ever 
necessary, capital letters by using the "Capital Alphabet 
forms," dipthongs and double vowels by curving the predomi- 
nant vowel stem or by writing both vowels ; use the "prefix 
compound consonants" and compound suffixes whenever nec- 
essary or possible, without mixing syllables, and maintain the 
"up-in-left" and "down-out-right" rule throughout all of the 
combinations.- 



PHRASING— PLATE X. 

1. Where do you live? 

2. What is your business? 

3. When will — they arrive? 

4. What were — his reasons? 

5. I shall — expect to hear — from you. 

6. You will be — surprised — to learn. 

7. We hope to hear from you — very soon. 

8. The price — you quote is — excessive. 

9. Your order will receive — prompt attention. 

10. Relative to your letter — of the— 10th inst. 

11. Replying — to your — communication. 

12. Please advise — as soon as — convenient. 

13. Your attitude — is a great — surprise. 

14. We wired you — further orders — yesterday. 

15. We will agree — to renew — the note. 

16. The amount — of your draft — must be paid. 

17. Unless paid at once — suit will be entered. 

18. We now accept — your explanation. 

19. I am — very highly — pleased — at the result. 

20. We are in receipt — of your order. 

21. Shipment — will be made — in the near — future. 

22. After learning — of your loss. 

78 



EXAMPLES— PRACTICE. 



T hope the failure — of your plans. 
We enclose herewith — the deeds. 
Please give the matter — your immediate attention. 
Bill of lading — with draft attached— is enclosed. 
We do not care — to continue — the agreement. 
I did not notice — the omission. 
Make us — a remittance — in payment. 
YYe refer you — to our agent. 

We regret to inform you — of our adverse decision. 
What did he say — about it. 
He said he would be — able to go. 
What was his appearance — at the time. 
He appeared to be — very angry. 
When did the — fire occur. 
On the evening — of June second (2nd). 
What was the quotation — on the stock. 
We purchased — only a few. 
He is no longer — with us. 
No allowance — will be made. 
After this — please remit daily. 
The goods are — quoted at — ten days. 
No extension of time is due you. 
Such an opportunity — will never occur again. 
Shipments — are delayed — on account of the season. 
And may be suspended — entirely. 
The delay is — very unfortunate. 
This will introduce — to you. 
Please give the bearer — every assistance. 
Receiving — no reply — I am forced to conclude. 
There has been — placed with me. 
I w T ill make — every effort. 

The prospects — for the future — are encouraging. 
The matter — can be determined — later. 
No especial — haste — is necessary. 
The house — needs — much repairing. 
Rents are very high in that locality. 
Insurance rates have been advanced. 

79 



The profits of the business are increasing. 
Your securities have been sold. 
I will comply with your demands. 
Neither you nor I need go. 
This place, as well as the other, is sold. 
This is one of the best on the market. 
What do you intend to say. 
There is nothing equally as good. 
We have nothing to do with the affair. 
Negotiations have continued for some time. 
Our success has been phenominal. 
Since then we have been able to ship. 
We feel certain of your success. 
Hoping for a favorable reply. 
I notice in your last letter. 
Your attorney should advise you. 
I am advised by my attorney 
We carry a very large stock. 
The explanation seems very clear. 
Your actions are at least questionable. 
Though you may have been sincere. 
No doubt you will be able to come. 
The general tendency is toward improvement. 
A great many persons attended. 
We based our order upon your list. 
He denies the signature to the note. 
How shall we go tomorrow. 
His financial standing is fair. 
We accept your check on the account. 
It is our custom to require references. 
We are compelled to refuse further credit. 
I will not be able to meet you 
Please return the goods promptly. 
The matter has passed beyond our control. 
Title to the land is now in question. 
Your application has been refused. 
In consideration of your promptness. 
We are unable to grant your request. 



80 



PART XIII 

STYLE. 



The Lewis A-V-P- Shorthand may be written in three dif- 
ferent manners or styles which for convenience are designated 
(Plate XI) as 1. Alphabetic; 2. Consonant position; and 3. 
Vowel syllabic. The first style needs little explanation. It 
consists of the words spelled out letter by letter as in longhand. 
The vowels are written in their proper direction and conso- 
nants added by the "vowel character" rule without syllabic 
contractions. Notice that in the last word, "ch" is a prefix 
character. The position on the writing line is not considered 
and unruled paper may be used, the vowel direction being 
taken from an imaginary writing line. 

The "consonant position" or second style of writing 
shown on Plate XI is that used in most systems of shorthand. 
In this style no vowels (except possibly initial vowels) are 
written. Compound prefixes as well as single consonant 
forms are used. The word is written by placing the first 
consonant or compound consonant prefix on the position 
above, on or below the writing line to designate the first fol- 
lowing vowel. Thus the fifth word, "written" is formed by 
placing the "r" character on the "i" position above the writing 
line and "t-n" added to the "r" curved character. The last 
word shows how an initial vowel may be shown by a "tick" 
pointing the direction of the vowel, and position given to the 
second vowel of the word. This method should be used for 
all words having initial vowels except words of but one syllable 
and vowel, and may be used with advantage for these. 

All "vowel Consonant characters" (Plate 1 fig. 7) may be 
attached to Consonant characters written in position under 

81 



PLATE XI. 

LEWIS' A. V. P. SHORTHAND. 

"This system may be written with All Letters (1. Alphabetic) 
or by position on the writing line without vowels (2. Con- 
sonant Position) or by means of Vowel Stems with consonants 
and contracted syllables attached (3. Vowel Syllabic)/' 



1. s <^ ^ *- /*" S ^ 

^ g= «ft ^ / "t fe J --A 



^S" 



""^ ->^ cyt r -Tj y 



V-L, ' ' ^T 



j> » «" -' ^ I ^j 



V 






the "up-left in curve" and vice versa rule. The main con- 
sonant character designating vowel position on the writing 
line is written in the full alphabetic form and size and takes 
direction and position relative to the writing line while the 
small consonant characters such as "s-t-st-ng-g-n-f-v-j-d- 
x-q, etc., are added to the alphabetic character in the same 
manner as if attached to a vowel stem. The small characters 
written alone as "f" in "o" position for "of," are written in 
the alphabetic form with a very short horizontal line to show 
whether the character is up or down, as "v or f" — "t or s." This 
short stem will also designate whether the vowel precedes 
or follows the consonant. 

The third or "vowel syllabic" style is vowel stems w 7 ith 
consonants, compound consonants and syllabic contractions 
attached and has been fully explained in previous chapters. 
In this style the vowels are designated by direction of the 
vowel stem and the position on the writing line is immaterial. 
It is the speed form of the "alphabetic" style. Adopt a style 
of writing and adhere to it consistently. Words of one syllable 
may be written in the "second style" as word signs of the 
third style of writing. 



83 



PLATE TWELVE 

Correspondence Style 



Pittsburgh, Pa* April 10/15 
tfr John Smith, v^ i^^« C /0//5- 

New York,N.Y. 

°V "\ 

Dear Sir; 
I Th6re is much advertising sent 

*> ^ t <"*"© *"= 

abroad in the land in which it is claimed; that certain 

systems may be learned in thirty days and some even in 
seven. The truth of this statement depends on the mean- 

/• - -w o^ U ^ -3 

ing given to the word "learn"* If to learn is to memor- 
ize the characters used then such a statement is possibly 
true. But this is not writing in any sense of the word 
and no claim is made that any degree of skill is gained 
in that time. Any system requires diligent practice. If 
you are inclined to falter remember that orators are 
not created by mere knowledge of words nor musicians 
by learning musical notation only. The union of hand 
and mind by practice is the only highway to success* 

*° \** ^> r- ~%> 

Very Truly Your Friend, 
© V C.A.L. 



PLATE THIRTEEN 

Reporting Style 



From the record- Direct examination fcy Mr. Smith; 
Q. What position, if any, did he occupy in the defendant 
Company at this time? A* He was Land & Claim agent. 
Q. I show you a paper marked exhibit io,and ask you 
if you received that, and who from ? A. I got it 

A % <^ \ «V 

through tne mail from the Land St Claim Agent. Q. Have 
you the envelope for that? A. No sir, I think not. 

- ~%^, nr \ ^ * ^^ 

I did not keep the envelope. Q. What did you do with 

c^ ~> - ~~k^ / is** y 

it? A. Threw it away. Q. I show you exhibit No. 11. 
Is that a bill of lading J A. Yes sir. q. Is that 
the last shipment that was made by you ? A. I think 
it is, yes. Q. At the time you went into the city 
office of the defendant Company, what officials did you 
see ? A* I saw the vice president and the clain 
agent. q. that did they or either of them say to 
you ? A. They siid they would furnish all the cars 

\ ^-^ \ s c 

I could use. This was the first time I went down. 



EXERCISE— PART IV 



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92 



SUMMARY. 
RULES— DIRECTIONS. 



1. Acquire correct style and certainty of formation. 

2. Having adopted a style of writing, adhere to it. 

3. Always make the same outline for the same word. 

4. Write by sound, not letters — memorize in the same 
way. 

5. Practice syllables and words — not letters. 

6. Practice compound prefixes and suffixes. 

7. Grasp the words and write them in the "sound groups'' 
in which they are uttered. 

8. Do not confuse compound consonants with consonants 
standing together but belonging to different syllables. 

9. Slope vowel stems in a manner to clearly distinguish 
between them, but the more nearly horrizontal they are writ- 
ten the greater the speed. 

10. Practice the commonly used phrases over and over 
until a perfect, easily written formation is secured. 

11. Do not practice "word by word" but write the whole 
sentence or thought from memory or dictation. 

12. Take dictation at an even rate of utterance at first 
and do not be hurried; re-dictate at a greater speed until it 
can be taken at conversational speed ; then dictate one sentence 
very rapidly but distinctly and the next one slowly. 

13. Write the words out in full at first; then contract 
by abbreviating; then by speed forms and syllables; write 
in full only for the purpose of systematizing your work and not 
for practical writing. 

93 



14. Study the plates if in doubt, and adhere strictly to 
the rules of formation. This will avoid confusion and maintain 
the systematic formation necessary to legibility. 

15. Study "Plate 1, Fig. 7;" all up characters turn in 
on the curve and to the left of vertical characters — all down 
characters turn out on the curve and to the right of vertical 
characters. 

16. "Capital letters" and compound prefixes" take their 
position and direction from the writing line, "vowel consonant 
characters" and "compound suffixes" take their direction and 
position from the vowel stem to which they are attached. 

17. Speed form compounds composed of "vowel conson- 
ant characters" point the direction of the vowel which is 
omitted. Prefixes compounds composed of "capital charac- 
ters" are written above, on, or below the writing line to desig- 
nate an omitted vowel coming between them, or following the 
prefix. 

18. Capital letters of a word are designated by writing 
the "alphabet character" of the letter full size and larger then 
the other letters of the word, or by heavy shading. 

19. Double vowels and dipthongs are designated by curv- 
ing the predominant vowel stem towards the position of the 
associated vowel or by writing both vowel stems, one attached 
to the others usually in shortened forms joined by abrupt 
curves. This rule is also applied to syllable forms such as 
"unt" in "count." 

20. Punctuation and figures are written in the usual man- 
ner. The figures may be followed with "h" for hundred; "th" 
for thousands, etc. Dates may be abbreviated in the usual 
way using shorthand letters, as "st" for first; "nd" for second, 
etc. Write the signs after and near the top of figures. 

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21. Marks such as degree, minute and second, dollar, 
pound, number and percent are written in the usual manner, 
omitting however, as much of the ordinary sign or mark as 
is consistent with identity. 

22. Shorten the vowel stems as much as possible. The 
direction is the designating mark, not the length, "h" may be 
shown by shading the stem, or by merely writing the omitted 
"h" in the direction of the vowel. Add "d" by increasing the 
length of the vowel stem. Maintain the relative lengths, how- 
ever, in all cases. 

23. The characters "t" and "s" may be made by mere 
pen pressure dots; "w" and "m" mere double lines at the end 
of the vowel stem. Maintain the distinction of size between 
"s", "st," "ing", inging, and anding" (plate V),. "H" may be a 

wedge shaped shading at end of vowel stem, and "y", "fcy", 
"sy" wedge shaped ticks made by pen pressure. The charac- 
ters "s-t-w-m-n-g-f-v'' may be attached to the "vowel conson- 
ant characters." When used in this manner they are made 
very small in size, but with distinctness. 

24. Review your note frequently and analyze your forms 
into their component parts. Compare with the plates and cor- 
rect errors. Learn to read words as single signs or forms, 
and not letter by letter. Acquire a reading acquaintance with 
your own style of writing. 

25. Xote the pecularities of language exhibited by your 
''Dictator. " Practice his "pet" words and phrases and his 
mode of expression. Poverty of language, narrow construc- 
tion, limited view, standardized expression and grooved 
thought is more prevalent in the business, literary and profes- 
sional w r orld than you may imagine. 

26. Practice — writing and reading. 

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